1 st Nine Weeks Unit 1: Sentences, Personal Narrative and Business Letter Writing Process-15 Proofread writing, edit to improve conventions, (e.g., grammar, spelling, punctuation and capitalization), and identify and correct fragments and run-ons. Writing Process 7 Vary simple, compound and complex sentence structures. Writing Applications 5 Produce informal writing (e.g., journals, notes and poems) for various purposes. Unit 1 Sentences 2,-3 Fragments 24-25 Run-Ons 8-11, 14-25 Compound/Simple Sentences 8-9 Journals 36-37 Note-taking, Summarizing Use writing activities in Grammar/Build Skills lessons to integrate into other core subjects See Proofread section in each writing unit. (Strategies for Proofreading) Mixed reviews are optional Student Handbook 564 Can use 36-37 with explorer unit, primary sources Writing Processes 1 Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 32-40 Writing Processes 3, 8 3. State and develop a clear main idea for writing. 8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs. 40-41 Main Idea, Topic, Sentence, Paragraphing 5-1
Writing Applications 1 Writing narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting. Writing Processes (1-17) 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Conduct background reading, interviews or surveys when appropriate. 3. State and develop a clear main idea for writing. 4. Determine a purpose and audience. 5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. 6. Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details. 7. Vary simple, compound and complex sentence structures. 8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs. 9. Vary language and style as appropriate to audience and purpose. 10. Use available technology to compose text. 11. Reread and assess writing for clarity, using a variety of methods (e.g., writer s circle or author s chair) 12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. 13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning. 14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. 15. Proofread writing, edit to improve conventions, (e.g., grammar, spelling, punctuation and capitalization), and identify and correct fragments and run-ons. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. 17. Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as Unit 1: Personal Narrative 44-62 Six-Trait Writing can be introduced in different ways. 1. dividing the traits 2. all at once 3. incorporated into the writing process based on a child s writing skills and main writing lesson objectives. Practice pg. T2 & T4, T5, T14-T15 Writing Transparency 5 shows steps of Peer Conferencing 16. REFER TO STATE RUBRIC for consistency across grade levels (use 4th grade) See Writing Resource Handbook 5-2
electronic resources and graphics to enhance the final product. LANGUAGE ARTS/WRITING for examples of preassessed rubrics (it shows strong and weak samples) Communication 1-7, 9 1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). 2. Interpret the main idea and draw conclusions from oral presentations and visual media. 3. Identify the speaker s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). 4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas. 7. Adjust speaking content according to the needs of the situation, setting and audience. 9. Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. Writing Applications-3 Write letters that state the purpose, make requests or give compliments and use business letter format. 64-65 Present Your Personal narrative 72-73 Business Letter 106-107 Letter Punctuation See Publish transparencies Practice T16 5-3
2 nd Nine Weeks Unit 2: Nouns and Persuasive Writing, Letters Unit 3: Verbs and Responses to Novels, Poems and Plays LANGUAGE ARTS/WRITING Writing Conventions 6 Unit 2 Nouns Use various parts of speech, such as nouns, pronouns and verbs (regular and irregular) 88-94, 100-104, 156-159 Writing Conventions 5 Capitalization Use correct capitalization. 96-160 Writing Conventions 4 Use commas, end marks, apostrophes and quotation marks correctly 110 Plurals and Posessives 110, 161-163 Writing Processes 1 Generate writing ideas through discussions with others and from printed material, and 114-122 keep a list of writing ideas. Writing Process-3, 6 122-123 Leads and Endings 3. State and develop a clear main idea for writing 6. Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details. 5-4
Writing Application-3 Write letters that state the purpose, make requests or give compliments and use business letter format. Writing Processes (1-17) 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Conduct background reading, interviews or surveys when appropriate. 3. State and develop a clear main idea for writing. 4. Determine a purpose and audience. 5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. 6. Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details. 7. Vary simple, compound and complex sentence structures. 8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs. 9. Vary language and style as appropriate to audience and purpose. 10. Use available technology to compose text. 11. Reread and assess writing for clarity, using a variety of methods (e.g., writer s circle or author s chair) 12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. 13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning. 14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. 15. Proofread writing, edit to improve conventions, (e.g., grammar, spelling, punctuation and capitalization), and identify and correct fragments and run-ons. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. 17. Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphics to enhance the final product. Unit 2: Persuasive Writing 126-145 72-73, 588 Six-Trait Writing can be introduced in different ways. 1. dividing the traits 2. all at once 3. incorporated into the writing process based on a child s writing skills and main writing lesson objectives. Practice pg. T2 & T6, T7 Practice T14 & T15 5-5
146-147 Present Your Persuasive Communication 1-7, 10 1. Demonstrate active listening strategies (e.g., asking focused questions, Writing responding to cues, making visual contact). Practice T16 2. Interpret the main idea and draw conclusions from oral presentations and visual media. 3. Identify the speaker s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). 4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas. 7. Adjust speaking content according to the needs of the situation, setting and audience. 10. Deliver persuasive presentations that: a. establish a clear position; b. include relevant evidence to support a position and to address potential concerns c. of listeners; and d. follow common organizational structures when appropriate (e.g., causeeffect, e. compare-contrast, problem-solution). Writing Applications - 5 154-155 Poetry Student Handbook Produce informal writing (e.g., journals, notes and poems) for various purposes. 586, Could teach with figurative language Writing Conventions 6 Unit 3 Use various parts of speech, such as nouns, pronouns and verbs (regular and irregular) Verbs 168-176, 182-190 5-6
Writing Conventions 4 178 commas Use commas, end marks, apostrophes and quotation marks correctly. Writing Conventions 2 192 Contractions with Not Spell contractions correctly. Writing Processes 1 Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Writing Conventions 3 Spell roots, suffixes and prefixes correctly. Writing Applications 2 Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence. 200-208 286-289 5-7