writing


 * =  ||= ==Essential Question== ||= ==Unit / Activities== ||= ==Products / Assessments== ||=   ||= ==**Mentor Texts**== ||= ==Standards==

Curriculum
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 * = Sept. ||= How do we develop into effective writers? To what extent does the writing process contribute to the quality of writing?

Write narrative pieces that contain detailed descriptions of people, places and things, as well as literary elements (e.g. multi-paragraph stories, poems, plays). ||= Writing Process  Traits  - Organization  - Style: Hunt for Hooks  Narrative Writing

 Grammar  - Types of Sentences (Content / Style) ||= Personal Narrative  1 Narrative Publication of your choice  Writer's Notebooks ||=  ||= How to Write Your Life Story?  by Ralph Fletcher ||= Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">edit and publish) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Revise writing by: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">• improving details by making words more exact <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">• examining the logical flow of information <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">• varying sentence length and structure. ||
 * = <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">October ||= <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">EQ:How do I peer edit?

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> HoWhat role does writing play in our lives?w to I learn from my peers' To what extent does the writing process contribute to the quality of writing?suggestions? ||= <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Mini-Lessons <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> October 7 -Choosing Writing Teachers

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> Oct. 12/13/14 - Conferencing vs. Revising

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> Oct 13 - Postcard Writing

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> October 18 - Heart Map

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> October 19 NOUNS/PRONOUNS

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> October 25 -Expository Paragraphs <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> (Pumpkins - Research) ||= <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Letter Writing <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> Informational paragraph about a favorite topic <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> notebook entries <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> Published Piece - Choice ||=  ||= <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Diary of a Wimpy Kid

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> The Boy Who Loved Words ||= <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">1.6.4.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, info rmation, or opinions. ||
 * = November ||= How do we develop into effective writers?

Write with a clear focus, identifying topic, purpose and audience (focus) ||= **LESSONS** RAFTS

Ideas - Chapter from Fletcher Book (l,m,s) VERBS

Expository Essays Research - How to research a topic How to organize research. Use of Thesaurus Strong Endings ||=  ||=   ||= Sideways Stories- Dialog use How Writer's Work by Ralph Fletcher (Sarah) The Chicken Doesn't Skate ||= __ [|1.5.4.A] __, __ [|1.5.5.A] __ || ADJECTIVES ||=  ||=   ||=   ||=   || Research Mapping Drafting Citing Sources Revising NonFiction ||=  ||=   ||=   ||=   ||
 * = December ||= Utilize the mode specific characteristic of writing. (i.e. narrative, informational, persuasive) ||= Begin How-To Projects
 * = January ||=  ||= Mini-Lessons
 * = February ||=  ||=   ||=   ||=   ||=   ||= Write informational pieces that have a well developed main idea, precise language and specific detail, and relevant graphics/illustrations where appropriate (e.g. essays, letters, reports, instructions). ||
 * = March ||=  ||= TWEENTRIBUNE ||=   ||=   ||=   ||= Write persuasive pieces that contain a clearly stated position or opinion and includes supporting details with sources cited where appropriate. ||

Writing Process Brainstorm/Prewrite Draft Revise (could be days long) Edit (Conferencing) Publish

Types of Writing Narrative How-To Expository News Articles Letters Persuassive

6 Traits of Writing Ideas Voice Organization Sentence Flluency Word Choice Conventions

FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS