Unit Overview: Writing Workshop Unit 4 Title: Literary Analysis and Informational Writing Grade Level: 5 Timeframe: 5 weeks In this unit, students will focus on two specific kinds of writing: Literary Analysis (Opinion) and Informational Article (Informative/Explanatory) writing. These writing forms will be revisited throughout middle school, high school, and college, so it is essential to begin the foundations for success early. Students will have the opportunity to flex their opinion writing skills by responding to essential questions from a personal standpoint to developing their opinion with evidence as they analyze texts and characters. As the writing shifts to the Informative Article, students will choose a topic of interest and with which they are already familiar, to create an informational article. Teachers may want to use model text from a variety of sources such as journals and magazines that explore various science, social, and cultural topics or topics of personal interest. Classes may choose a broad theme and produce their own magazine with the compilation of articles. Serving as editors would differentiate the writing tasks for high performing students, and struggling students could co-produce elements of an article. Lessons have been aligned to mentor text Passage to Freedon with the text attached. Honoring teacher choice, the mentor text can be substituted with the following texts from Journeys: Old Yeller. Simply modify lessons to the chosen mentor text. Enduring Understanding Students will understand: Academic writing forms and that each form follows different requirements. A process for approaching text structures and character development Essential Questions How can I use academic writing to demonstrate my knowledge and assist others in learning my point of view? When is it appropriate to share my opinion in academic writing? Common Core Standards Standards Assessed W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Supporting Standards W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 21 st Century Skills Standard and Progress Indicators: Have multiple exchange discussions about a specific question or topic. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Academic Vocabulary: Week 1: literary analysis, diplomat, refugee, visa, conflict, summarize, evidence Week 2: quote, set-up, analysis, introduction, conclusion Week 3: revising, editing Week 4: prewriting strategy, sorting, topic/detail sentences Week 5: signal words, conventions of English Application in Centers Reading Students read books at their independent level and use post it notes to jot ideas/responses/findings or respond in reader response notebook. Students complete graphic organizers in response to text. Students practice reading like writers. Writing Students will have opportunities to brainstorm and develop pieces to varying degrees of completion. Word Work Students complete word sorts that correspond to the current word study lessons or the teacher may assign previous lessons to specific students, based on identified areas of need. Word work may also incorporate grammar lessons that students will be accountable for during writing workshop. Technology students will compose their own fable, article and research project using technology. If students are ready for the publishing stage, computers should be made available. In addition, students will conduct research via the internet.
Instructional Plan Pre- assessment: Unit 3 EUA writing sample analysis to inform conferencing and small group instruction Reflection SLO - SWBAT Day 1 SWBAT: write, in note-taking form, personal opinions in reaction to images. Notes will be referenced during group discussion. W.5.8 Instructional Practice Student Strategies Pre-Reading Small groups Formative Assessment Oral Discussions Notes Activities and Resources Lesson-L1: (Literary Analysis Supplement) Opinion Writing: Literary Analysis Carousel Pre-Reading Posters or digital copies of the carousel images (8 images are included). Pre-assigned groups of 3-5 students to rotate from picture to picture Writer s notebook Reflection Day 2 SWBAT: write a summary of the text using key words: diplomat, refugee, and visa W.5.1 W.5.8, W.5.9 Small Groups Key Words Usage of key word from the text in the summary Lesson- L2: (Literary Analysis Supplement) Opinion Writing: Literary Analysis Read and Summarize Writer s Notebooks Posters and digital images from the carousel in L1 Same small groups that students were in for L1 Sticky notes Day 3 SWBAT: identify the conflict of the mentor text during a smallgroup discussion. W.5.1, W.5.4, W.5.8, W.5.9 Small and whole group discussions Brainstorming Oral Discussion Lesson- L3: (Literary Analysis Supplement) Opinion Writing: Literary Analysis Student summaries from L1 Optional Handout: Conflicts
Day 4 SWBAT: collect evidence from the text to demonstrate the conflict by drawing or summarizing key scenes. Note taking Conflict Chart Summarizing key scenes of the mentor text Lesson-L4: (Literary Analysis Supplement) Opinion Writing: Literary Analysis Collecting Evidence Writer s Notebook Conflict Chart from L4 Handout: scenes of the Conflict W.5.1, W.5.8, W.5.9 Day 5 SWBAT: identify characteristics of a literary essay by studying a model. W.5.1, W.5.8, W.5.9 Handout Chart Paper Graphic Organizer Listing at least 3 Characteristics of a Literary essay Lesson -L5: (Literary Analysis Supplement) Opinion Writing: Literary Analysis, Characteristics of Literary Essay Scenes of a conflict Graphic Organizer from L4 Handout: Student model of conflict essay by Kieran Chart paper for Characteristics of Literary Essay Chart Various colors of highlighters of colored pencils for each student Day 6 & 7 SWBAT: write at least one body part paragraph with the set-up, quote and analysis. W.5.1, W.5.8, W.5.9 Graphic Organizer Model Essay One part of the body paragraph is written correctly Lesson -L6: (Literary Analysis Supplement) Opinion Writing: Literary Analysis, Analyzing Body Paragraphs Student copies of model essay from L5 Student copies of completed Scenes of a Conflict graphic organizer Chart paper or document camera writing paper for teacher modeling Students writer s notebooks At least 3 colors of highlighters or colored pencils At least 3 colors of markers or pens for modeling the body paragraph draft Characteristics of literary essay anchor chart started in L5
Day 8 SWBAT: select one introduction style and craft an introduction. W.5.2.a W.5.1 Handout Peer Discussions Completed introduction containing all necessary elements Lesson -L7: (Literary Analysis Supplement) Opinion Writing: Literary Analysis Introductions Handout: Literary Essay Introductions-one for each student and one to use in modeling Student writer s notebook Day 9 SWBAT: write a strong conclusion. W.5.1.c W.5.4 Handout Analysis discussion Completed conclusion that follows guidelines Lesson -L8: (Literary Analysis Supplement) Opinion Writing: Literary Analysis, Conclusions Handout: Conclusions-one for each student and one to use in modeling Student writer s notebook Completed instructions handouts from L8 Day 10 SWBAT: Build stamina by focusing on completing draft for sustained time. W.5.1, W.5.4 Day 11 SWBAT: analyze and revise for sentence variety. W.5.1.c, W.5.4, SL.5.3 Handout Peer review Drafting Whole Class Discussions Rough draft marked with peer edits Revised draft that includes a variety of sentences Lesson L9: (Literary Analysis Supplement) Opinion Writing: Literary Analysis, Stamina Writing Day Students writer s notebooks Any student handouts such as the scenes of conflict graphic organizer or types of introductions handout Any anchor charts created in this unit Colored pencils, highlighters, post-it notes, etc for any students who want to move independently on to revision or editing Copies of peer response sheets Lesson 10: (LLG) Sentence Fluency Literature and Language Guide, p. 339 Mini-lessons 75-76 Materials Student drafts Revision Checklist created with class
Day 12 SWBAT: apply revision strategies to their own essays. W.5.4, L.5.2 Day 13 SWBAT: publish Literary Analysis essay. W.5.4 Revising Revised Essay Lesson L11: (Literary Analysis Supplement) Opinion Writing: Literary Analysis, Editing Keyboarding skills Turn and talk: Tell your partner about a piece you have published on the computer before. Were you satisfied with the results? What would you do differently? Student drafts Editing Checklist (Supplement) Lesson 12 Mini-lesson: Publishing Teacher: As you know, publishing is the culminating step in the writing process. Today, as you sit down to type, you will incorporate all of the revisions and edits that you have made to your essay. (Teacher should provide specific guidelines style guide on font size, pictures, etc.) Formative Assessment: Classroom/grade-level formative assessment created in edconnect focused on CCSS W.5.8. Students typing. Teacher circulates for technology support. Day 14 SWBAT: Identify the organizational structure of an Informative Article. W.5.2, W.5.4 Organization Chart Brainstorming Completed draft Lesson (Informative Article) IA1: Informative Writing: Informative Article, Characteristics of an Informative Article Writing Notebooks : Zap! Pow! A History of the Comics! Organization Chart: model and student copies Short Write Sample: teacher model Day 15 SWBAT: develop an expert topic focus and generate facts and supporting details Brainstorming Chart Expert list with facts and details Lesson IA2: Informative Writing: Informative Article, Creating an Expert List and Generating Ideas W.5.2.d, W.5.4 Writing Notebook Chart: Expert Topic Ideas Teacher model of Expert Topic and generating facts and supporting details
Day 16 SWBAT: use sorting as a prewriting/organizing tool. W.5.2.a, W.5.4 Sorting Drafting Note taking Exit ticket: How do you know if a certain detail supports your main idea? Give an example. Lesson IA3: Informative Writing: Informative Article, Sorting Words/Phrases and Creating Main Ideas Writing notebook and completed assignment from previous Teacher model: sample brainstorm Colored pencils or highlighters Day 17 SWBAT: create a plan for an informative article. W.5.4 Planning Plan or outline for writing Lesson IA4: Informative Writing: Informative Article, Creating an Organized Plan Template: Simple Informative Structure, See Lesson 1 Sample Organizer or flow chart Expert topic and idea list- teacher and student work from lesson 3 Writing Notebooks Day 18 SWBAT: write topic sentences/detail sentences in their planning document. W.5.2.a, W.5.2.b List Organizer Drafting Completed paragraph draft with topic sentence and supporting details Lesson IA5: Informative Writing: Informative Article, Writing Topic and Detail Sentences Writing Notebooks Brainstorming Ideas and Details list and Organizer or Flow Chart (previous lessons) teacher models and student work Day 19 SWBAT: craft body paragraphs using planning document. W.5.2, W.5.4, SL.5.5 List Other Charts Completed first draft of body paragraphs Lesson IA6: Writing Informative Article, Drafting the Body Chart: Good Writers (characteristics of good writing) : Crafting Topic Sentences Writing Notebooks- Draft-Body of the Informative Article Brainstorm Ideas and Details list and Organizer or Flow Chart (L3&L4)
Day 20 SWBAT: craft sentences that begin with an adverb clause and implement strategies to vary the length and structure or their sentences W.5.1, L.5.3.a s Zip-around: Student volunteers share a variety of sentences they have changed and explain why they are stronger. Exit Ticket: Give 2 sentences that include adverb clauses. Lesson IA7: Informative Writing: Informative Article, Vary Sentence Length and Structure s: Openers that tell how, when or where Writing Notebooks Informative article draft Day 21 SWBAT: write an introduction that includes a lead, thesis statement and an overview of the article W.5.2.a, W.5.4 List Complete written introduction Lesson IA8 Part 1 Informative Writing: Informative Article, The Introduction- A Strong Lead Writing Notebook, An Introduction Has Three Parts Student Resource: List Strong Leads for Informative Writing, student copies Day 22 SWBAT: write an introduction that includes a lead, thesis statement and an overview of the article W.5.2.a, W.5. 4 Day 23 SWBAT: write an ending that leaves an effect on the reader. W.5.2.e, W.5.4 Graphic Organizer Chart Completed introduction that includes a lead, thesis statement and an overview of the article Samples Completed conclusion Lesson IA8 Part 2 Informative Writing: Informative Article, The Introduction: Thesis Statement and Overview Writing Notebook, An Introduction Has Three Parts (lesson 8- part 1) Chart, A Thesis Statement Formula Completed graphic organizer teacher and student copy (lesson 4) Lesson IA9: Informative Writing: Informative Article, A Conclusion for Nonfiction Writing Writing Notebook Informative article draft Sample Concluding paragraph(s): teacher model or sample
Day 24 SWBAT: correctly incorporate informative signal words throughout their article. Revising Checklist Students will add at least 4 signal words throughout their draft while editing. Lesson 10 Revising: Signal Words Literacy and Language Guide. P. 282, Mini-lesson 11 (modify as needed, add additional transition words). Include words such as in contrast, in addition, however, similarly. L.5.6 Writing notebook and writing draft Informative Writing Revising Checklist Day 25 SWBAT: peer edit for conventions of standard English grammar and usage. L.5.1.d, W.5.4 Editing Editing Checklist Chart paper Completed peer edit checklist Lesson 11 Editing Students will peer edit for the conventions of standard English. Hold students accountable for grammar topics that have been covered in previous units. Informative Article Draft Editing Checklist Chart paper or document camera Note: During benchmark testing and reteaching week, students will have the opportunity to edit and publish the Informative Article. Teachers may want to compile the Informative Articles into a class journal or magazine with a larger celebration. NJ Model Curriculum Writing Task. Scored with Model Curriculum rubric provided. Summative Written Assessments Summative Performance Assessment *Teachers may substitute texts model lessons as long as they illustrate the on-going reading and comprehension strategies for the Unit 4 SLO s. Along with regular use of Academic Vocabulary within the RW and environments, texts should be compared and contrasted on a continuous basis so that students are accustomed to reviewing different texts and determining the similarities and differences in terms of structure, genre, theme, and author s purpose.