charter conservatory writing curriculum - ningapi.ning.com/.../ccat68writingcurriculum.pdf ·...

Charter Conservatory Reading Curriculum

6-8 Aligned to Common Core Georgia Performance Standards

Charter Conservatory

WRITING CURRICULUM

Content Area: Middle School Writing

Course Title: CCAT Writing Grade Level: 6-8

Persuasive

Make a Point

Expository Explain Yourself

Narrative

Tell the Story

Descriptive Details…Details…

Booklist

To Kill a Mockingbird

Bad Boy: A Memoir

The Misfits

The Outsiders

While the World Watched

A Wrinkle in Time

Escape from the Pipe Men

Date Created:



Charter Conservatory CURRICULUM

Writing

Content Area: Middle School Writing

Target Grade Level: 6-8

Brief Curriculum Summary

First Session

The first session of the middle school curriculum will consist of students participating in a writer’s

workshop. They will be taught how to use the writing process to generate different modes of writing.

The students will also be presented with opportunities to create their own writing. Several opportunities

will be provided to draft, revise, and edit their writing. Students will discuss some of their writing with

the teacher and their peers and they will address specific writing needs and build confidence and

enthusiasm for writing that can foster success in other courses in which writing will be required. In this

session students will primarily focus on how to write a persuasive essay and how they will develop an

argument. In this session, students will be introduced to writing a thesis. Persuasive writing is a

sophisticated task. This unit of study shows students how to convince their audience to agree and take

action. Effective persuasive writing states a clear opinion that uses reasons and examples to support the

argument. Their knowledge of this mode of writing will be played out in the other sessions, as they will

continue to review it throughout the year. Through the writing assignments, students will enhance their

skills with grammar, spelling, capitalization, punctuation, and various elements of writing.

Second Session

The second session of the middle school curriculum will consist of students participating in a writer’s

workshop. They will be taught how to use the writing process to generate different modes of writing. The

students will also be presented with opportunities to create their own writing. Several opportunities will be

provided to draft, revise, and edit their writing. Students will discuss some of their writing with the teacher

and their peers and they will address specific writing needs and build confidence and enthusiasm for writing

that can foster success in other courses in which writing will be required. In this session, students will

primarily focus on expository writing. They will learn how to use this mode of writing to explain, give

directions and write for information. Through the writing assignments, students will enhance their skills

with grammar, spelling, capitalization, punctuation, and various elements of writing.

Third Session

In the third session of the middle school curriculum will consist of students participating in a writer’s





that can foster success in other courses in which writing will be required. In this session, students will be

working with narrative writing. They will work on their storytelling skills and will explore various genres of

storytelling. Through the writing assignments, students will enhance their skills with grammar, spelling,

capitalization, punctuation, and various elements of writing.



Fourth Session

In the fourth session of the middle school curriculum will consist of students participating in a writer’s





that can foster success in other courses in which writing will be required. Students will continue to build on

what they have learned throughout the year, but in this session should focus on how to make their writing

more complete by using details that are descriptive and play to the reader. In this session, all modes of

writing should be explored and expounded on.

Primary interdisciplinary connections:

Infused within the curriculum are connection to Mathematics, Language Arts Literacy and Technology.



Common Core Georgia Performance

Standards



WRITING (W) Text Types and Purposes

ELACC6W1: 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.

ELACC6W2: 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.

ELACC6W3: 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.

Production and Distribution of Writing

ELACC6W4: 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.) ELACC6W5: 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.)



ELACC6W6: 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.

Research to Build and Present Knowledge ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELACC6W8: 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. ELACC6W9: 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”).

Range of Writing ELACC6W10: 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 discipline-specific tasks, purposes, and audiences.

SPEAKING AND LISTENING (SL)

Comprehension and Collaboration

ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, 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 by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under

discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

ELACC6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.



ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. ELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

LANGUAGE (L)

Conventions of Standard English

ELACC6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and person.*

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* ELACC6L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly.

Knowledge of Language

ELACC6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style.* b. Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

ELACC6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ELACC6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.



c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

ELACC6L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing (W) Text Types and Purposes

ELACC7W1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge 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), 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.

ELACC7W2: 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 clearly, previewing what is to follow; 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 create cohesion and 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 and supports the information or explanation presented.

ELACC7W3: 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 point of view 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 capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.



Production and Distribution of Writing ELACC7W4: 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.) ELACC7W5: 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade7.) ELACC7W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Research to Build and Present Knowledge ELACC7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. ELACC7W8: 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. ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient to support the claims”).

Range of Writing ELACC7W10: 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 discipline-specific

tasks, purposes, and audiences.

Speaking and Listening Comprehension and Collaboration

ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views and understanding. ELACC7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. ELACC7SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of evidence.

Presentation of Knowledge and Ideas ELACC7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. ELACC7SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)



LANGUAGE (L) Conventions of Standard English ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among

ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* ELACC7L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green

shirt). b. Spell correctly.

Knowledge of Language ELACC7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Vocabulary Acquisition and Use ELACC7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ELACC7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). ELACC7L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



WRITING (W) Text Types and Purposes ELACC8W1: 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. ELACC8W2: 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 clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and 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 and supports the information or explanation presented. ELACC8W3: 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 point of view and introducing a narrator and/or characters; organize an event sequence that unfolds

naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships

among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing

ELACC8W4: 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.) ELACC8W5: 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) ELACC8W6: Use technology, including the Internet, to produce and publish writing & present the relationships between info. and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge ELACC8W7: 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. ELACC8W8: 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. ELACC8W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,

traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). Range of Writing ELACC8W10: 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 discipline-specific tasks, purposes, and audiences.

SPEAKING AND LISTENING (SL) Comprehension and Collaboration ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented. ELACC8SL2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. ELACC8SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ELACC8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)



LANGUAGE (L) Conventions of Standard English ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.* ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. Knowledge of Language ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Vocabulary Acquisition and Use ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. e. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the

meaning of a word or phrase. f. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). g. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. h. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a

dictionary). ELACC8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. d. Interpret figures of speech (e.g. verbal irony, puns) in context. e. Use the relationship between particular words to better understand each of the words. f. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Charter Conservatory Reading CURRICULUM

Evidence of Learning

Formative Assessments

For additional ideas please refer to:

https://www.georgiastandards.org/Frameworks

Hands-on Assignments

Observation

Class participation

Venn Diagrams/Graphic Organizers

Writing Workshop

Notebook

Writing Assignments

Homework

Summative Assessments

For additional ideas please refer to:


Chapter/Unit Tests

Writing Assignments

Presentations

Role-Playing

Book Projects

Portfolio Assignments

Grammar Checks

Modifications (ELLs, Special Education, Gifted and Talented)

Teacher tutoring

Peer tutoring

Cooperative learning groups

Modified assignments

Differentiated instruction

Native language texts and native language to English dictionary

Response to Intervention (RTI) www.help4teachers.com (search tiered lesson plan template)

Follow all IEP modifications/504 plan

Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher

Resources:

Selected Writing Prompts

Writing manuals

Language Arts Websites

o http://georgiaelaccgps6-8.wikispaces.com/

o http://webenglishteacher.com/index.html

o http://www.adlit.org/strategy_library/

o www.teachersdomain.org

o http://readingandwritingproject.com/resources/common-core-standards.html



http://www.help4teachers.com/

http://georgiaelaccgps6-8.wikispaces.com/

http://webenglishteacher.com/index.html

http://www.adlit.org/strategy_library/

http://www.teachersdomain.org/

http://readingandwritingproject.com/resources/common-core-standards.html



Writing a Business Letter to Compare and Contrast

LESSON DESCRIPTION

Students compare and contrast two subjects while writing a business letter.

GRADE-LEVEL EXPECTATIONS

Students will write expository paragraphs (including compare/contrast and cause/effect), multi-paragraph essays

drawing from a variety of sources, responses to literature that demonstrate an understanding of theme using

details/examples from the text as support.

LESSON MATERIALS

Supplies

o Paper and pencil o Overhead o Nonfiction literature and advertisements about restaurants and food o RAFT technique

Handouts provided

o Venn diagram o Block form business letter example o Ruby Tuesday menu o Whopper vs Big Mac comparison

Words to Know

o business letter

o nonfiction o compare o contrast o sensory details

FORMATIVE ASSESSMENT

Students create a multi-paragraph business letter (see block form business letter example) that compares/contrasts two fast

food items. You may use the provided handout Whopper vs Big Mac. The letter is written from the food’s point of view to

the consumer (RAFT). Scoring guide provided.

LEARNING ACTIVITIES

http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/RAFT_technique.pdf

http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/basic_venn_diagram.htm

http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/block_form_business_letter.pdf

http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/ruby_tuesday_menu.pdf

http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/whopper_versus_the_big_mac.htm

http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/block_form_business_letter.pdf


http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/RAFT_technique.pdf



1. Display nonfiction literature and advertisements that display nice restaurants where you might go while on vacation and

food items that might be eaten (examples may include internet sources or magazine articles such as from Hard Rock

Café). See internet sites listed below for examples:

http://www.familytravelguides.com/articles/food/restaurants/hardrok1.html, Four Seasons Restaurant

http://www.fourseasonsrestaurant.com/. A Ruby Tuesday menu is provided as a handout for possible use. Select two

tantalizingly tasty fast food items and describe their characteristics. Think about (comparison and contrast) similarities

and differences between those two delicious delicacies. Use an overhead projector to model two selections. The article

Whopper vs Big Mac is provided for possible use.

Questions

for

Students

How do you compare one object to another?

How do you contrast one object to another?

Why is comparing and contrasting items useful when writing about a topic?

2. Select two of your favorite fast foods. Make a Venn diagram (see example) comparing/contrasting those items

including sensory details such as appearance, smell, and taste.

Suggestions Include both similarities and differences in the Venn diagram.

Use phrases that make clear comparisons and contrasts.

Use comparative and superlative forms correctly.

Write legibly in cursive or print.

Emphasize the RAFT http://literacy.kent.edu/eureka/strategies/writing.html (role,

audience, format and topic) strategy.

3. Model all phases of instruction using the teacher’s model as an example while the students create their own comparison.

Formative

Assessment

Scoring

Guide

2 points: Correct business format and includes two or more paragraphs with

three or more supporting details from their Venn diagram.

1 point: No more than two mistakes in the business format and includes two or

more paragraphs with two supporting details from their Venn diagram.

0 points: More than two mistakes in business format and one or no supporting

details.

http://www.familytravelguides.com/articles/food/restaurants/hardrok1.html

http://www.fourseasonsrestaurant.com/

http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/ruby_tuesday_menu.pdf


http://dese.mo.gov/divimprove/curriculum/ModelCurriculum/readnonfict/basic_venn_diagram.htm

http://literacy.kent.edu/eureka/strategies/writing.html



Think-Pair-Share

Think-Pair-Share is a cooperative learning strategy, which allows students to think about a question/

idea/ issue/ notion and to share their thoughts with a partner before discussion in a small group.

The strategy allows students to share their thoughts in a non-threatening situation and involves all

members of a group. Students learn to share with a range of class members rather than remaining within

their peer group. The opinions of all members of the class are valued. The focus is on short-term,

purposeful talk.

How do I do it?

Explain the purpose of the strategy to the class and the idea/ issue/ problem that is to be discussed. A

revision of listening skills is also useful (eye contact, non-verbal encouragement such as nodding, no put

downs, no interrupting). The process may include the following steps:

identify the point of discussion allow think time as students think individually ask students to face a partner and share their ideas in turn the pair contributes to a larger group or the whole class and ideas are recorded

Use the shared list of ideas for upcoming work or to create a new idea.

http://www.ltag.education.tas.gov.au/effectteach/Thinking/thinkpairshare.htm



Identify and Write About Cause and Effect Relationships

LESSON DESCRIPTION

Students compare and contrast two subjects while writing a business letter.

GRADE-LEVEL EXPECTATIONS

Students will identify and analyze cause and effect relationships.

Students will include cause and effect relationships in writing.

LESSON MATERIALS

Supplies

o Paper and pencil

o Overhead

o Think-Pair-Share description

Handouts provided

o Fishbone graphic organizer

o T-chart graphic organizer

Words to Know

o graphic organizer

o cause and effect

FORMATIVE ASSESSMENT

Students write a script in their cooperative groups for a brief news report about this issue. Scripts must include three logical

cause and effect relationships. If instructional time is available, students may present their news report to the class.

LEARNING ACTIVITIES

1. Say, “Your city was ranked 10th with regards to having the highest percentage of overweight citizens in the nation.

Talk to your partner (Think-Pair-Share,) about what this statement might imply.”

Questions

for

Students

What is a cause and effect relationship?

How does one effect lead to another effect?

How does a person identify true “cause and effect” relationships?

How do cause and effect relationships affect our lives?

How can we influence cause and effect situations?

2. Define cause and effect relationships. What are the causes and implications of this problem? Use a fishbone

graphic organizer on the overhead to facilitate class discussion. The fins represent the causes and the head is the

effect.

Suggestions Explain to students that their news report will be assessed on content only. Their

performance is not being evaluated.

Be familiar with Fishbone and T-Chart graphic organizers. See material section

at the beginning of this unit.

Encourage students to think of additional effects of being overweight.

3. Students continue the discussion in small groups (Kagan, S.) expanding the ideas using a T-Chart to provide specific

effects for the various causes listed on the Fishbone graphic organizer. For example, students may have said eating

fast food is one cause of the citizens’ problem. Encourage students to see that eating fast food may lead to poor

health. Poor health, as an additional effect, could lead to a larger percentage of people having heart problems and

diabetes.

Formative

Assessment

Scoring

Guide

2 points: Script establishes that there are at least three logical cause-and-effect

relationships.

1 point: Script establishes two logical cause-and effect relationships.

0 points: Script establishes one or no logical cause-and effect relationship.

think_pair_share.doc

fishbone_graphic_org.doc

t_chart_graphic_org.doc

think_pair_share.doc








FISHBONE GRAPHIC ORGANIZER



T-Chart

Question: _____________________________________________________________________



R.A.F.T. Role, Audience, Format, Topic

Purpose: The RAFT technique provides an easy, meaningful way to incorporate writing into content-area instruction. It includes the following four components:

R: Role of Writer – Who are you? A: Audience – To whom is this written? F: Format – What form will it take? T: Topic + strong verb – What important topic have I chosen?

Choose a strong verb to describe your intent Materials: Board or Chart paper Procedures:

1. Explain that all writers need to consider these four components for every writing. 2. Brainstorm ideas about a topic. Select several topics from those mentioned. 3. Write RAFT on the board or paper and list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. 4. Give students some examples to write about or after discussing a topic, have students create their own RAFT writing assignment

Example: Role of Writer Audience Format Topic and Strong Verb

Reporter public news column explain congressional action



Expository Writing

Purpose: The main purpose of an expository piece is to instruct, give information, or explain

something. It can also clarify a process or define a concept.

Focus: The focus is a logical and purposeful presentation, i.e., classify or describe, explain,

retell, compare/contrast, how to (process).

Text organization: Expository writing requires an introduction with a clearly stated topic

sentence or thesis; a body with facts, examples, or reasons used in support of the topic; and a

conclusion that restates but doesn't introduce new ideas. Possible forms include both the single

paragraph and the multi-paragraph essay. Useful graphic organizers including the formal

outline, Venn diagram, and essay planner.

Language features: The expository piece contains elements as follows: detailed, factual description a formal, objective style

use of the third person, NEVER FIRST OR SECOND PERSON transitions indicating time order and reasoning

a timeless tense (which may change according to the stage of a text)

precise, specific terms focus on the 6 Traits of organization and ideas/content

Expository Prompts

In a well-structured paragraph, present three ways the Maya and Aztec civilizations were

similar and/or different (used in a social studies class). If 1% of your bill for lunch at Pizza Muncho is eighteen cents, and you want to leave a 15%

tip, how much money should you leave? Explain how to reach the answer and why the method works (used in a math class).

Compare four organelles of a eukaryotic cell to four parts of something that is organized, such as a factory, a computer, or even a school. Two of the four organelles should be the nucleus and the mitochondria. Focus on how the organelle's function is similar to the "parts" function (used in a science class).

Explain the connection between tides and the earth-moon-sun system. Include the terms

gravity, new and full moons, first and third quarter moons, high and low tides, and spring

and neap tides (used in a science class).



PERSUASIVE WRITING

Purpose: In a persuasive essay, the writer needs to provide some strong evidence in the form of

examples or detailed reasons to make his/her point, being careful not to stray from the argument at

hand.

Focus: This form of writing is logical reasoning from a particular point of view. Its goal is to

persuade readers to agree with a writer's point of view or thesis.

Text organization: Persuasive writing follows the organizational mode of expository writing.

In this writing, the thesis includes the basic position taken by the writer, the body includes the

arguments with supporting evidence, and the conclusion restates the position and/or redefines

the arguments. Graphic organizers used for expository writing will be useful with this genre.

Language features: Persuasive writing contains the same elements as the expository writing: detailed, factual description a formal, objective style

preferred use of the third person, rather than first, NEVER SECOND PERSON transitions indicating time order and reasoning a timeless tense (which may change according to the stage of a text) precise, specific terms focus on the 6 Traits of organization and ideas/content as well as those of voice and

word choice Persuasive Prompts

Write a letter to your Georgia state senator convincing him/her to name a day during the

year to honor Native Americans (used in language arts and social studies).

Imagine your family is in a Japanese American internment camp during World War II. You are an enlisted soldier in the U.S. Army. To get permission for them to leave camp, they must complete a questionnaire that includes a loyalty oath. As the eldest son, write a letter to your father convincing him that it's in the family's best interest to complete the questionnaire and sign the oath, pledging unqualified allegiance to the United States of America (used in language arts and social studies).

7



DESCRIPTIVE WRITING

Purpose: In any descriptive piece, the writer is describing, not telling a story or explaining

something.

Focus: The writer using descriptive writing vividly describes ONE object or place so the reader

can clearly picture what is being described. Other senses maybe used to enhance the visual, but

the visual image must be maintained throughout.

Text organization: This form of writing can be composed in either a single or multi-paragraph

piece. The key to successful description is to look at the object/place from different angles or focal

points. Useful graphic organizers allow the writer to look at the object in this way.

Language features: Descriptive writing contains the following elements: strong, visual language that SHOWS, not tells vivid, strong verbs

sensory detail third person absence of the words "reason" or "because" an

avoidance of making this piece a narrative focus on the 6 Traits of word choice

Descriptive Prompts

Imagine you're an immigrant seeking freedom. Describe how you would feel seeing the Statue of Liberty for the first time after your long voyage to America (used in an social studies). In your personal life, tell me about your hero/heroine. Show me his/her most admirable

traits (used in a language arts class). Imagine you're an oceanographer aboard Calypso. Describe your life at sea including terminology such as the ocean currents, longitude/latitude, composition of sea water, contours and profiles of underwater features, and life under the sea (used in a science class).

8



NARRATIVE WRITING

Purpose: The main purpose of a narrative at the middle level is to

entertain and engage the reader in the retelling of a non-fictional, personal

experience.

Focus: The focus is specific sequential events and actions.

Text organization: Narratives generally include an orientation in which

the setting, time, main character, and minor characters are established. This

part sets the mood and invites the reader to continue reading. An event or

series of events then unfolds and leads to a complication in which the

character is involved in some conflict or conflicts. These serve to build

tension and hold the reader's interest as they lead to a climax. In the

resolution, the complication is somehow resolved and loose ends are

generally tidied up. Some narratives leave the reader to decide on the

ending or resolution while others fill in all details. Useful graphic

organizers include the plot line, or a story chart. Language features: The narrative contains very defined elements as follows:

specific participants with defined identities

mainly action verbs, but also many verbs that refer to the

participants' words, feeling, or thoughts

consistent past tense in the narration dialogue often included, during which the tense may change to present or future

descriptive language to enhance and create images in the reader's mind

first person or third person point of view

focus on the 6 Traits of voice and organization

Narrative Prompts

Retell an incident from your childhood that you can now look at from a

different perspective. Research your family history and genealogy. Choose one of your ancestors and retell his/her story.

You were Anne Frank's friend in the Bergen Belsen internment camp. Tell her father of

your experiences when you see him after you are free.



LANGUAGE ARTS TERMINOLOGY Writing Process: the process involved in composing any written work follows the

same general guidelines: prewriting – this involves the gathering of ideas through webbing,

clustering, brainstorming, researching or graphic organizers as well as

determining the audience and purpose of the paper

drafting – this involves developing the rough draft of the ideas

gathered in the prewriting into an organized paragraph format revising– this involves making the necessary changes to turn a mediocre paper

into a strong paper (adding variety, coherence, transitions, and detail while

eliminating wordiness, irrelevance, and inconsistencies; in other words,

applying the Six Traits to writing) proofreading/editing – this involves checking the paper for accuracy in

mechanics, punctuation, grammar/usage, and spelling publishing – this involves showing the finished product to an audience

in some pre-established format

**It is important to note that the writing process is a recursive process, which means that a

writer can return to any stage in the process time and time again to polish the product.

Writing Terms: certain terminology is used by all writers in their craft:

writing prompt– a suggested topic for a piece of writing; a starting point to help the

writer develop ideas for writing audience – the person or people who will read the piece of writing

purpose – the reason for writing the paper; what you hope to accomplish as a

writer (to entertain, to persuade, to explain, to retell, etc.)

genre – a form or mode of writing such as exposition, description, persuasion and

narration

paragraph — a separate section of a written piece which deals with a particular

point; it begins on a new line, is usually indented, and consists of multiple sentences

focused on unity, coherence, and fluency introduction — the beginning part of a piece of writing; it catches the reader's

attention and tells what the piece is about through a topic sentence (single paragraphs) or a thesis statement (multi-paragraphs)

topic sentence — the sentence that tells the main idea of a paragraph

thesis statement— a concise statement of a writer's opinion or point of view

about a topic body— the section between the introduction and conclusion that explains the

writer's main points; it contains the main idea(s) details — the facts, observations, descriptions, and examples that

explain and elaborate the main ideas in the body of the writing

order— the logical sequence of words, sentences, ideas, and paragraphs in a



piece of writing; paragraphs in a multi-paragraph essay must follow the order

set forth in the thesis

conclusion — the ending part of a piece of writing; it summarizes the main

ideas made in the piece of writing and leaves the reader with a memorable

point (it never

introduces new ideas)

Literary Elements: certain terminology is used by all readers to analyze literature antagonist— character or force in conflict with the main character (protagonist) character— a person or an animal that takes part in the action of a literary work

dynamic character— one who changes or grows during the courseof the work

(can also be classified as a round character)

static character— one who does no changing (can also be classified as a flat

character) round character— one who is fully developed and exhibits many

traits

flat character - one who is one-sided and often stereotypical classical literature – literary works which have survived the test of time as a work of

art and contain the same three crucial elements: “Every man” characters, timeless

themes, and universal conflicts conflict— the struggle between opposing forces, the protagonist and the

antagonist; considered the most important element in a literary work because it causes the action

external conflict— a character struggles against some outside force (man vs.

man, man vs. nature, man vs. society)

internal conflict— a struggle within a character's mind or soul (man vs.

himself); usually seen with difficulty making a decision, taking an action,

or overcoming a feeling

fiction — prose writing that tells about imaginary characters and events (short

stories, novels, plays) flashback – the author’s use of clues to hint at what might happen later in the story foreshadow – a scene within a story that interrupts the sequence of events to

relate past events non-fiction — prose writing that presents and explains ideas or that tells about real

people, places, objects, or events (autobiographies, biographies, essays, reports,

letters, memos, and newspaper articles)

genre – a division or type of literature; the three main ones are poetry, prose, and drama each main genre may be subdivided into lesser genres

poetry– lyric, concrete, dramatic, narrative, epic, etc.

prose – historical fiction, autobiography, realistic

fiction, etc. drama — tragedy, comedy, melodrama,

farce, etc. irony – the general term given to techniques that involve surprising, interesting, or

amusing contradictions (specifically, verbal irony, situational irony, and dramatic



irony) mood— also called atmosphere, this is the feeling created in the reader by a literary

work or passage (serious, threatening, humorous, sad, etc.) moral– a lesson taught by a literary work, which is often suggested rather than directly

stated, leaving the reader to draw it out (a moral is always thematic, yet a theme is not

always a moral)

motive – a reason that explains or partially explains a character's thoughts,

feelings, actions, or speech

plot– the sequence of events in which each event results from a previous one and

causes the next; this involves both the characters and their conflicts exposition– the beginning of the plot that introduces the characters,

setting, and basic situation

rising action – the part of the plot that introduces the central conflict

climax– the part of the plot that is a turning point in the story where the

protagonist must settle the conflict for the final time

falling action (denouement) – the part of the plot where events

explore the consequences of the climatic decision.

resolution – the part of the plot which signals the end of the literary

work; the conflict is solved and the characters' motives are clear point of view– the perspective, or vantage point, from which a story is told

first person – one character's perspective shown by the use of the pronoun "I"

and its other forms

limited third person – the inner thoughts and feelings of only one character are

shared through the narrator's perspective (use of the pronouns "he" or "she")

omniscient third person – the narrator knows and tells about what each

character feels and thinks (use of the pronouns "he" and "she") protagonist– the main character in a literary work in conflict with an antagonist

suspense – a feeling of anxious uncertainty about the outcome of events theme – the central message, concern, or purpose in a literary work as communicated by

the author through his/her characters; it can be expressed as a generalization about

human beings or about life (not to be confused with the moral, the conflict, or the topic) tone – the writer’s attitude toward the readers and subject of a work

Figurative Language: writing or speech that is not meant to be taken literally

simile – a figure of speech that uses like or as to make a direct comparison

between two unlike ideas (pale as a ghost, clever as a fox)

metaphor– a figure of speech in which something is described as though it were

something else; like a simile, it points out similarities between two unlike things

usually using a form of the verb to be and linking to a noun (His eyes are piercing

lasers.) personification – a type of figurative language in which a non-human subject is

given human characteristics (The wind lightly caressed her cheek.) symbolism – the use of symbols, common in everyday life, that stand for or



represent something else (a dove with an olive branch to represent peace or the

blindfolded woman holding a balance scale to represent justice)

Writing Stylistic Device: techniques to manipulate words for effect

alliteration – the repetition of initial consonant sounds to draw attention to certain

words or ideas, to imitate sounds, and to create musical effects (The round robin's

robust rendition...)

dialect – the form of a language spoken by people in a particular

region or group (“Ain’t he a fine boy now!”)

dialogue – a conversation between characters

hyperbole – the use of exaggeration for effect usually to identify a character's

abilities and qualities as in a tall tale (with hands as large as pancake griddles)

idiom – an accepted phrase or expression having a meaning different from the literal

("shoot for the moon" to mean “set one's sights high”)

imagery – use of words or phrases to appeal to one or more of the five senses

(“…the last rains came gently, and they did not cut the scarred earth.”)

onomatopoeia – the use of words that imitate sounds, which puts activity into a

literary work (crash, buzz, screech, hiss, jingle, and cluck) Six + One Traits of Writing: the list of attributes which all good writing possesses

ideas/content– the details, development and focus organization – the internal structure voice – the tone, style, purpose and audience involved

word choice – the precise language and phrasing

sentence fluency – the correctness, rhythm and cadence

conventions – the mechanical correctness, PLUS presentation – the handwriting, formatting, and layout

Style Elements of Presentation: these elements represent a suggested list to enhance the

overall look of a written piece blue or black ink pen or word processing only standard white notebook paper (no spiral paper or colored paper) double spacing (this applies whether the work is handwritten or word

processed: write on one side of the paper only)

standard margins

indented paragraphs (normal tab of 5 spaces)

correct heading in the upper right corner (right justified if word processed) a legible, 12 point font when word processed

centered title that is short and meaningful (capitalized, may be bold; no

quotes or underline)

Additional Language Arts Terminology: the following terms are used in the art of

language addressing writing, reading, and speaking • analyze – to carefully examine and explore a subject with the



objective of “breaking down” information in order to gain understanding

• background information /prior knowledge – information that students

already possess that helps them understand, relate, and organize new information

• bias – a mental leaning, prejudice, inclination or bent

• bibliography – a formatted list of print sources used in research

• cause/effect – a relationship between two or more events in which

one event (cause) brings about another (effect)

• chronological order – arrangement of details in the order in which they occurred

• comparison – noting similarities between two or more things

• connotation – the feelings and associations that a word evokes

• contrast – noting differences between two or more things

• counter argument – in debate, the negative side’s presentation of a

solution that differs substantially from the affirmative side’s proposition

• critical reading – finding and evaluating the author’s main idea or

message in a piece of literature by testing the evidence for reliability

• debate – formalized public speaking in which participants prepare and

present speeches on opposite sides of an issue to determine which side has the

stronger arguments • decoding – breaking down a word into its separate “chunks” in order to sound

out the word

• denotation – the literal meaning of a word

• editorials – essays or articles that give opinions about a timely or important topic

• enunciation – the distinctness of sounds a speaker makes

• etymology – the parts of a word including its roots

and any affixes (prefixes, suffixes)

• explicit information – information that is clearly

stated in the text; definite and provable fact – a statement

that can be proven

• formal speech – a speech carefully prepared and given

at an arranged time and place

• graphic organizers – charts, words, diagrams or other

visuals that aid in both understanding a work of fiction or

nonfiction or organizing one’s writing ideas

• implicit information – information suggested or to be understood though

not plainly expressed; implied • inference – a reasonable prediction or conclusion

based on logic or deduction from implicit and explicit

evidence presented in the text (“reading between the lines”)

• interpretative discussion – oral communication

involving higher level thinking strategies requiring student

knowledge of implicit as well as explicit information

• MLA/APA – Modern Language Association and

American Psychological Association; the two most common

formatting guides for writing

• mass media – practical methods for communicating

with a large group of people (newspapers, magazines, film,



radio, billboards)

• opinion – a statement that reflects personal belief

• paraphrase – to use one’s own words to describe what

has been seen, heard, or read

• parenthetical documentation – a citation in parentheses

located directly after quoted or paraphrased material to give

credit to the source of that ws MLA or APA style guide)

• persuasive argument – the attempt to convince others to

do something or to change a belief of their own free will

• pitch – highness or lowness of sounds made

inflection – upward or downward glide of the pitch

• plagiarism – the presentation of another person’s

words or ideas as one’s own

• predicting – using clues from a reading passage, as

well as prior knowledge, to make a logical guess about

what might happen next • primary source – information provided from direct experience

• research question – a guiding question to ask before

researching to stay focused on the topic

• scaffolding – in learning, the gradual withdrawal of adult (e.g., teacher) support,

as through instruction, modeling, questioning, feedback, etc., for a child’s performance

across successive engagements, thus transferring more and more autonomy to the child.

Note: “Support activities are called scaffolding because they provide support for

learning that can be taken down and removed as learners are able to demonstrate

strategic behaviors in their own learning activities” (Herrmann, 1994). This concept is

based on Vygotsky’s (1978) emphasis on the importance of learning assistance that is

adjusted to the learner’s potential development.

• secondary source – information provided that

originated with other people

• stereotype – a biased belief about a whole group of

people based on insufficient or irrelevant evidence

• summarize – to present the main points of text in a

shortened form using one’s own words

• synthesize – to reflect on a number of individual

elements of a text and decide how they affect the selection or

subject as a whole

• tempo – speed and rhythm of speech

• tone – a speaker’s attitude toward the subject and/or

audience through the use of voice and language choice

visualizing/mental imagery – transforming text into a

mental image that is as personal and specific as possible

• works cited – a formatted list of sources used in research, both print and

technology

charter conservatory writing curriculum - ningapi.ning.com/.../ccat68writingcurriculum.pdf ·...

Documents