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HADDONFIELD PUBLIC SCHOOLS Fifth Grade Curriculum Map for Writing

Fifth Grade-Writing: First Trimester—September/October/November/December Targeted Standard(s): NJCCCS Standard 3.2 Writing: All students will write in clear, concise organized language that varies in content and form for different audiences and purposes. Enduring Understandings (The big ideas): A. Writing as a Process: Writing is a process of communicating in print for a variety of audiences and purposes. B. Writing as a Product: Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. C. Mechanics, Spelling and Handwriting: Rules and conventions of language help readers understand what is being communicated. D. Writing Forms, Audiences, and Purposes: A writer selects a form based on audience and purpose. Essential Questions: A. Writing as a Process: How do good writers express themselves? How does process shape the writer’s product? B. Writing as a Product: How do writers develop a well written product? C. Mechanics, Spelling and Handwriting: How do rules of language affect communication? D. Writing Forms, Audiences, and Purposes: Why does a writer choose a particular form of writing? District Assessment

• Fall writing sample administered within the first three weeks of the school year • Team Learning Logs to Analyze Fall Sample within first six weeks of the school year

Writing Products taken to Formal Publication • Informational Text – Picture Book • Writing a Retelling of a Fable, Folktale, or Myth • Biographical Research Paper with Bibliographical

Reference Page • Poetry

NJASK Practice a. Persuasive prompt b. Speculative prompt

Core Content/Objectives Instructional Actions Concepts and Skills

What students will know/What students will be able to do

Activities/Strategies Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment How learning will be

assessed Focus: Launch Writing Workshop: Establish Classroom Writing Routines, Procedures, and Rituals A. Writing as a Process *Students will participate in Writing Workshop.

*Use Lucy Calkins & Marjorie Marinelli. 2006. Launching the Writing Workshop. Portsmouth, NH: Heinemann. AND/OR *Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities

*Student’s Writing Folder

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**Students will use a Writer’s Notebook. ***Students will practice to develop on-demand writing skills to respond to a prompt.

of Writing (pp. 22-23 Getting Started: The Launch Cycle). Portsmouth, NH: Heinemann. *See Ralph Fletcher. 2000. How Writers Work: Finding a Process That Works for You. New York: HarperTrophy. (Book written for students to read.) **See Linda Reif’s W- R Notebook 2007. Portsmouth, NH: Heinemann – This is a student notebook that can be used as a model for how you might set up a Writer’s Notebook. (ISBN-10-0-325-01189-3 and ISBN 13: 978-0-325-01189-9)). **Use Ralph Fletcher. 1996. A Writer’s Notebook: Unlocking the Writer Within You. New York: Avon. (Book written for students to read.)

AND/OR **Aimee Buckner. 2005. Notebook Know How: Strategies for the Writer’s Notebook . Portland, ME: Stenhouse. ***Use The Mailbox. 2007. Prompt, Plan, Write – Grade 5. www. themailbox.com.

AND/OR ***James Swalm & June Coultas. 2008. Explore Ask 5 Language Arts Literacy. Shelton, CT: Queue, Inc. (CANNOT be photocopied).

AND/OR ***Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 39 The Test Writing Practice Cyle). Portsmouth, NH: Heinemann. ***Give students at least one writing prompt monthly to respond to in manuscript or cursive writing in a time limited situation in order to develop writing-on-demand skills.

**Student’s Writer’s Notebook ***District fall writing sample. ***Teacher-generated on-demand writing. May be part of math, literacy, social studies, or science test/written assessments throughout the year.

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B. Writing as a Product *Students will publish text using format of genre focus. **Students will publish self-selected texts. ***Students will collect poetry in a Poetry Notebook.

*Have students publish a least one text for each genre focus. *Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 35-36 The Publishing Cycle). Portsmouth, NH: Heinemann. **Students will publish at least one self-selected text during writing **Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 37-38 The Open Cycle). Portsmouth, NH: Heinemann. ***Have students develop a poetry notebook, in which they copy favorite poems, collect poems written by classmates, and write poetry.

*Student Writer’s Portfolio or Literacy Folder, where published texts are collected, stored, and showcased together with rubrics used to assess the finished product. */**Author’s Tea, where students read their published texts and receive written feedback from audience.. */**Use Bulletin boards, poetry jams, information brochure, etc. for publishing. */**See Publishing Possibilities in JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 55 Appendix B). Portsmouth, NH: Heinemann. ***Student’s Poetry Notebook ***Specific rubrics for different poetry forms that are introduced and explored by students. ***Place copy of poem written and published by

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***Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 30 - 31 The Poetry Cycle). Portsmouth, NH: Heinemann. ***See Ralph Fletcher. 2002. Poetry Matters: Writing a Poem From the Inside Out. New York: HarperTrophy. (Book written for students to read.)

student with rubrics used to assess the poetry form in Writer’s Notebook or Poetry Notebook.

C. Mechanics, Spelling, Handwriting *Students will track writing skills/conventions which they personally are responsible to use/develop. **Students will track spelling rules and words which they are personally responsible to use correctly. ***Students, when producing a text in manuscript or cursive handwriting, will view handwriting as a tool for providing clarity for the reader.

*Use each on-demand writing task to identify two or three particular writing skills/conventions which student needs to develop.

*While conferencing and reviewing drafts for writing workshop, identify collaboratively with individual student two or three writing conventions to add to the rubric of the assessment of the final product. *Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities

of Writing (pp. 39 – 43 Choose Lessons by Teacher and Student Need and Interest). Portsmouth, NH: Heinemann.

**Have students develop their own personal list of spelling word demons in their Writer’s Notebook.

*Reflection sheets which students write after publishing a text. Here the student documents what risks the student took as a writer and what new skills/conventions the student used. *Writer’s Folder/Writer’s Notebook where introduced, developing, and secure writing skills are tracked. *Rubrics for published text which will identify class explectations as well as two or three writing conventions which will be assessed for each individual writer. ***Using a handwriting scale, students will assessed in spelling tests and in writing prompt final drafts the quality of their handwriting.

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(manuscript/cursive) D. Writing Forms, Audiences, and Purposes *Students will set up and use a Reader’s Notebook to reflect on reading texts. **Students will write to reflect on learning. ***Students will learn procedures for writing appropriately on school e-Boards and websites.

*Have students use writing to reflect on reading texts in Reader’s Notebook. *Use Irence C. Fountas & Gay Su Pinnell. 2006. Teaching Comprehending and Fluency: Thinking, Talking, and Writing about Reading, K-8 (pp. 453 -455 Ways to Help Students Write More Thoughtful Letters in Their Readers’ Notebooks).Portsouth, NH: Heinemann *See I.C. Fountas and G.S. Pinnel’s Reader’s Notebook 2002. Portsmouth, NH: Heinemann – This is a student notebook that can be used as a model for how you might set up a Reader’s Notebook. (ISBN-0-325-00509-5). **Have students respond in writing to identify what they have learned, how they have learned it, what was confusing or difficult, what help was needed, what support was useful etc. This can be done in a dialogue/double entry journal, on quick-notes that students write at the end of the day or week, or as open-ended questions in a unit test.

***Have students write in school and at home communications on e-Board/websites.

*Student’s Reader’s Notebook **Collection of Student’s End of Day/Week/Unit Meta-cognition Reflections ***Chart frequency, quality, and appropriateness of e-Board/website contributions.

Focus: Writing an Informational Text – Picture Book This can be a self-selected topic about which the student already knows a lot and views self as an authority. It will help the classroom teacher come to know each student better. This topic will not require formal research. While students work on publishing this text as a picture book, other literacy

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assessments can be administered. Use this genre focus to set up writing workshop routines and to link with the reading of informational texts in guided reading lessons. A. Writing as a Process Writing instruction will include all steps of the writing process:

Prewriting Drafting Revising Editing Postwriting

2. Students will write informational compositions with multiple paragraphs that present important ideas, provided details, and offer a concluding paragraph. 13. Students will understand and apply the elements of a scoring rubric to improve and evaluate writing. 14. Students will reflect on own writing, noting strengths and setting goals for improvement.

2. Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 33 - 34 The Non-fiction Cycle). Portsmouth, NH: Heinemann. 14. Have students engage in postwriting. When the informational text has been written and is ready for publication, students must proofread the text and then have two other students proofread the text. Then the student author needs to revise, edit, and polish the informational text again, using the results of the proofreading .Often times post writing will result in the student author setting new goals for improvement in future texts.

13. Create with the class a rubric that will be used to assess the final published product. 13, Require evidence of each stage of the writing process: What did the student use as a pre-write? How did the drafts change over time? What evidence is there of revision? What evidence is there of editing? How did the text change during postwriting?

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B. Writing as a Product 10. Students will engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

10. Have students publish their informational text as a picture book that can be shared with peers or younger students.

10. Share picture book with identified audience (e.g. second graders) and have the audience evaluate the book for content, organization, and illustrations.

C. Mechanics, Spelling, Handwriting 1. Students will use Standard English conventions in all writing, such as sentence structure, grammar and use, punctuation, capitalization, spelling, and handwriting.

D. Writing Forms, Audiences, and Purposes 1. Students will gather, select, and organize information appropriate to a topic, task, and audience. 17. Students will use relevant graphics in writing (e.g. maps, charts, illustrations, graphs, photographs).

1. Provide explicit instruction about how the organization of the text affects the readers’ understanding and how to write an ending that synthesized the information. 1. Examine works by outstanding children’s authors who have written informational picture books to create a list of successful strategies for writing and publishing an informational text picture book. (See NCTE Orbis Pictus Award for Outstanding Nonfiction for Children Criteria and Winners http://www.ncte.org/elem/awards/orbispictus/106877.htm (Accessed 8/24/08) 1. & 17. Provide explicit lessons based on assessment of first drafts for using subheadings to organize information, defining new vocabulary in context, and using pictures, charts, and graphs.

Focus: Written Retelling of a Fable, Folktale, or Myth This might be an extension of Native American Unit in social studies or Weather-Atmosphere Unit in science. A. Writing as a Process

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http://www.ncte.org/elem/awards/orbispictus/106877.htm


Writing instruction will include all steps of the writing process:

Prewriting Drafting Revising Editing

Postwriting 10. Students will review and edit work for spelling, usage, clarity, organization, and fluency. 13. Students will understand and apply the elements of a scoring rubric to improve and evaluate writing.

10. Have students select a picture book that is a folktale, fable, or myth to read and orally retell to the class. Then ask the students to write a written retelling of the text, without looking at the text. Knowing the storyline will allow students to focus on mechanics, spelling, and handwriting. 13. Provide students with the rubrics that will be used for scoring. Review with students how to use a rubric to craft a well-written text.

10. Use the written retelling to develop a list of writing conventions which each student is able to use correctly. 10. Use the written retelling to select and plan future mini-lessons for writing workshop. 10. For specific suggestions on mini-lessons topics and classroom suggestions use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 39-43 Choose Lessons by Teacher and Student Need and Interest and their Teacher Guide Cards for Teaching Presentation and Language). Portsmouth, NH: Heinemann. 13. Provide students with a

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rubric that will be used to score written retelling.

B. Writing as a Product 1. Students will expand knowledge of characteristics and structure of selected genres. 7. Students will write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.

Have librarian discuss with students the genre characteristics of a fable, folktale, and myth. Have students borrow a picture book from the school library that is linked with a social studies or science unit and that is a folktale, fable, or myth. See Hasel Brown and Brian Camorune. 1987. Read and Retell. North Ryde, NSW: Methuen, AUstralis: Pty Ltd.

Include in the rubrics the use of a variety of sentence structures.

C. Mechanics, Spelling, Handwriting 1. Students will use Standard English conventions in all writing, such as sentence structure, grammar and use, punctuation, capitalization, spelling, and handwriting. 2. Students will use increasingly complex sentence structure and syntax to express ideas. 3. Students will use knowledge of English grammar and usage to express ideas effectively. 4. Students will use correct capitalization and punctuation, including commas and colons, throughout writing. 5. Students will use quotation marks and related punctuation correctly in passages of dialogue. 7. Students will study the examples of narrative writing to develop understanding of the reasons for and use of paragraphs and indentation. 8. Students will edit writing for correct grammar usage, capitalization, punctuation, and spelling. 9. Students will write legibly in manuscript or cursive to meet district standards.

D. Writing Forms, Audiences, and Purposes 17. Students will review scoring criteria of relevant

Introduce the use of a literacy notebook/writing

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rubrics. 18. Students will develop a collection of writings (e.g. a literacy folder, literacy portfolio).

notebook where finished texts are collected with the rubric used for assessment.

Focus: Poetry Students will collect and write poems throughout the school year. A variety of poetic forms will introduced to the students. A. Writing as a Process Writing instruction will include all steps of the writing process:


Postwriting 3. Students will generate possible ideas for writing through listening, talking, recalling experiences, hearing poems, reading, discussing models of writing, asking question, and brainstorming. 4. Students will develop an awareness of form, structure, and author’s voice in various genres. 7. Students will make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

3. Use Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 30 - 31 The Poetry Cycle). Portsmouth, NH: Heinemann.

B. Writing as a Product 1. Students will expand knowledge of characteristics and structures of selected genres.

1. Use rubrics to assess the content of the student’s poetry notebook.

C. Mechanics, Spelling, Handwriting 6. Students will use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

D. Writing Forms, Audiences, and Purposes 3. Students will develop and use knowledge of a

Explicitly teach students to identify poetic forms (e.g., acrostic, haiku, free verse, rap) and literary forms (e.g., alliteration, metaphor,

3. Students will be given post-it notes to use to identify

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variety of genres, including poetry. 16. Students will demonstrate the development of a personal style and voice in writing.

onomatopoeia). 3. See Ron Padgett. 1987. The Teachers & Writers Handbook of Poetic Forms. New York: Teachers & Writers Collaborative.

examples of poetry and literary forms in their poetry notebook.

Focus: Writing a Research Paper with Citation and Bibliography Students will use books and electronic sources to write a biographical research paper with citations within text and bibliographic reference page. Students will be introduced to MLA style. Research will be linked to science, literature, or social studies unit. A.Writing as a Process Writing instruction will include all steps of the writing process:


Postwriting 5. Students will use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. 8. Students will revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice. 9. Students will review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision. 10. Students will review and edit work for spelling, usage, clarity, organization, and fluency. 11. Students will use a variety of reference materials to revise work. 12. Students will use computer writing applications during the writing process. 13. Students will understand and apply the elements of a scoring rubric to improve and evaluate writing.

See the Research Unit about Famous Artists developed by L. Bushey & D. Licorish. for Tatem School. See the Research Unit about Explorers developed by B. Eastwich, B. Gale, & V. DelDuca. for Lizzy Haddon School See How to Write an Interesting Biography http://homeworktips.about.com/od/biography/a/bio.htm(accessed 8/24/08) See How to Write Citations and Bibliographies in MLA Style. http://www.library.mun.ca/guides/howto/mla.php(accessed 8/24/08)

Use rubric to assess the completed research paper. Design rubrics to include items listed under content and skills for this unit. Place research paper and rubric used to assess the project in Writer’s Notebook.

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http://homeworktips.about.com/od/biography/a/bio.htm

http://www.library.mun.ca/guides/howto/mla.php


B. Writing as a Product 1. Students will expand knowledge of characteristics and structures of selected genres. 3. Students will write grade appropriate, multi-paragraph, expository pieces across curriula. 4. Students will write various types of prose, such as biography or autobiography that contain narrative elements. 5. Students will support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources. 6. Students will sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately. 8. Students will prepare a works consulted page for reports or research papers.

For Craft Lessons see Joann Portalupi and Ralph Fletcher. 2001. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse.

C. Mechanics, Spelling, Handwriting 4. Students will use correct capitalization and punctuation, including commas and colons, throughout writing. 8. Students will use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing. 9. Students will use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

D. Writing Forms, Audiences, and Purposes 5. Students will use transitions between and within paragraphs. 6. Students will organize paragraphs using topic sentences. 10. Students will write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts,

See Joann Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 33 The Nonfiction Cycle) Portland, ME: Stenhouse.

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examples, and explanations, and including works consulted page. 17. Students will review scoring criteria of relevant rubrics. 18. Students will develop a collection of writings (e.g. a literacy folder, literacy portfolio).

Fifth Grade-Writing: Second Trimester—December, January, February, March Targeted Standard(s): NJCCCS Standard 3.2 Writing: All students will write in clear, concise organized language that varies in content and form for different audiences and purposes. Enduring Understandings (The big ideas): A. Writing as a Process: Writing is a process of communicating in print for a variety of audiences and purposes. B. Writing as a Product: Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. C. Mechanics, Spelling and Handwriting: Rules and conventions of language help readers understand what is being communicated. D. Writing Forms, Audiences, and Purposes: A writer selects a form based on audience and purpose. Essential Questions: A. Writing as a Process: How do good writers express themselves? How does process shape the writer’s product? B. Writing as a Product: How do writers develop a well written product? C. Mechanics, Spelling and Handwriting: How do rules of language affect communication? D. Writing Forms, Audiences, and Purposes: Why does a writer choose a particular form of writing? District Assessment


Writing Products taken to Formal Publication • Essay • Narrative (Short Story) • Literary Essay with Thesis Statement






Assessment How learning will be assessed

Focus: Writing an Essay

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Students will write a personal essay and a persuasive essay. A. Writing as a Process Writing instruction will include all steps of the writing process:


Postwriting 8. Students will revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closing, word choice, and consistency of voice. 9. Students will review own writing with others to understand the reader-s perspective and to consider and incorporate ideas for revision. 12 Students will use computer writing applications during the writing process. 13. Students will understand and apply the elements of a scoring rubric to improve and evaluate writing. 14. Students will reflect on own writing, noting strengths and setting goals for improvement.

8. Provide explicit instruction on how to write an essay. Use Lucy Calkins and Cory Gillette. 1995. Breathing Life into Essays. Grades 3-5. Portsmouth, NH: Heinemann.

AND/OR Jock MacKenzie. 2007. Essay Writing: Teaching the Basics from the Ground Up. Portland, ME: Stenhouse. 12. Have students type final draft of persuasive essay on computer and submit to a newspaper or magazine for possible publication.

13. Develop and use a rubric for assessing the content and skills identified in this unit. See the rubric printed on the inside back cover of the book by Lucy Calkins and Cory Gillette. This rubric can also be found on CD-ROM Resources for Teaching `Writing` Grades 3-5. 14. Place each completed essay and rubrics used for scoring in Writer’s Notebook. Have students complete and store a reflection sheet about the

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process and product. `

C. Mechanics, Spelling, Handwriting 2. Students will use increasingly complex sentence structure and syntax to express ideas. 3. Students will use knowledge of English grammar and usage to express ideas effectively. 7. Students will study examples of expository writing to develop understanding of the reasons for and use of paragraphs and indentation. 8. Students will edit writing for correct grammar usage, capitalization, punctuation, and spelling.

7. Have students read and critique personal essays written by peers. 7. Have students read and critique essays published in newspapers, magazines, books, and websites

D. Writing Forms, Audiences, and Purposes 1. Students will write for different purposes (e.g. to express ideas, inform, persuade, question, clarify) and a variety of audiences (e.g., peers, community). 11. Student will write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.

1. Have students revise essay for publication on school e-Board/website.

Focus: Writing a Narrative Students will write a personal narrative or a fiction short story. A. Writing as a Process

Writing instruction will include all steps of the writing process: Prewriting Drafting Revising Editing

Postwriting 1. Students will write stories with multiple paragraphs

Explicitly teach students how to write a personal narrative/short story. Use Lucy Calkins & Ted Kesler. 1991, Raising the Quality of Narrative Writing: Grades 3-5. Portsmouth, NH: Heinemann (for Personal Narrative) and Lucy Calkins & M. Colleen Cruz. 1994. Writing Fiction: Big Dreams, Tall Ambitions: Grades 3-5.Portsmouth, NH:

Use rubrics to assess the completed narrative. Include in the rubrics the content and skills identified for this unit. See assessment rubric for Raising the Quality of Narrative Fiction on back inside cover of book by Lucy

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that develop a situation or plot, describe the setting, and include an ending. 4. Students will develop an awareness of form, structure, and author’s voice in various genres. 7. Students will make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

Heinemann (for short story). AND/OR

Use JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 28-29 The Narrative Cycle 1 and Cycle 2). Portsmouth, NH: Heinemann (for personal narrative) and JoAnn Portalupi and Ralph Fletcher. 2004. Teaching the Qualities of Writing (pp. 32 The Fiction Cycle). Portsmouth, NH: Heinemann (for short story).

Calkins and Ted Kesler. The rubric can also be found on the CD-ROM Resources for Teaching Writing, Grades 3-5. See assessment rubric for Writing Fiction on back inside cover of book by Lucy Calkins and M. Colleen Cruz. The rubric can also be found on the CD-ROM Resources for Teaching Writing, Grades 3-5. Showcase completed narrative with rubric in Writing Notebook.

B. Writing as a Product 1. Students will expand knowledge of characteristics and structures of selected genres. 2. Students will sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately.

C. Mechanics, Spelling, Handwriting 5. Students will use quotation marks and related punctuation correctly in passages of dialogue. 7. Students will study examples of narrative writing to develop understanding of the reasons for and use of paragraphs and indentation. 8. Students will use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resource to edit written work.

D. Writing Forms, Audiences, and Purposes 7. Students will write narratives, establishing a plot or conflict, setting, characters, point of view, and

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resolution. 8. Students will use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expressions of thought and feelings of characters). Focus: Writing a Literary Essay with a Thesis Statement A. Writing as a Process

Writing instruction will include all steps of the writing process: Prewriting Drafting Revising Editing

Postwriting 3. Students will generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. 4. Students will use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. 6. Student will draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. 8. Students will revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closing, word choice, and consistency of voice.

3. Carefully guide students through the process of writing a literary essay. This can be done as shared writing using two short stories read by the whole class. 3. Have students write literary essay on the books written an author the student has self-selected for an author study. Have the librarian show students how to access data bases electronically to read and cite critiques written about the author’s books. 6. Teach students how to write citations within the text. It is crucial to teach in guided and shared reading literary terms (e.g., point of view, personification, foreshadowing, flashback, allusion, symbolism, hyperbole, irony, plot, climax, prologue, and epilogue) that can be used for the literary essay Use Lucy Calkins & Medea McEvoy. 2006. Literary Essays: Writing about Reading: Grades 3-5. Portsmouth, NH: Heinemann.

Use a rubric which list the content and skills that are listed for this unit. A rubric for Literary Essays can also be found on the inside back cover of Lucy Calkins and Medea McEvoy’s book and on the CD-Rom Rources for Teaching Writing, Grade 3-5. Place completed literacy essay and rubrics in Writer’s Notebook.

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Can supplement with ideas from Janet Angelillo. 2003. Writing about Reading: From Book Talk t Literary Essays, Grades 3-8. Portsmouth, NH: Heinemann. See eighth grade language arts teacher at HMS or ninth grade English teacher at HMHS to better learn how to craft a thesis statement for a literary essay.

B. Writing as a Product 1. Students will expand knowledge of characteristics and structures of selected genres. 2. Students will write a range of grade appropriate essays across curricula. 5. Students will support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources. 9. Student will provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas

1. At the conclusion of the unit of study, provide students with a short story about which they are to read and write on-demand a literary essay.

C. Mechanics, Spelling, Handwriting 1. Students will use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling. 2. Students will use correct capitalization and punctuation, including commas and colons, throughout writing.

D. Writing Forms, Audiences, and Purposes 2. Students will gather, select, and organize information appropriate to a topic, task, and audience. 3. Students will develop and use knowledge of a variety of genres, including critiques.

5. Provide students with a list of frequently used

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4. Students will organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples. 5. Students will use transition between and within paragraphs. 6. Students will organize paragraphs using topic sentences. 7. Students will use a variety of strategies to organize writing, including order of importance. 14. Students will demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. 17. Students will review scoring criteria of relevant rubrics. 18. Students will develop a collection of writings (e.g. a literacy folder, a literacy portfolio).

transition words. 17. Have students examine and use the rubric for the literary essay as they are drafting and revising and editing their texts.

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Fifth Grade-Writing: Third Trimester— March, April, May, June

Targeted Standard(s): NJCCCS Standard 3.2 Writing: All students will write in clear, concise organized language that varies in content and form for different audiences and purposes. Enduring Understandings (The big ideas): A. Writing as a Process: Writing is a process of communicating in print for a variety of audiences and purposes. B. Writing as a Product: Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. C. Mechanics, Spelling and Handwriting: Rules and conventions of language help readers understand what is being communicated. D. Writing Forms, Audiences, and Purposes: A writer selects a form based on audience and purpose. Essential Questions: A. Writing as a Process: How do good writers express themselves? How does process shape the writer’s product? B. Writing as a Product: How do writers develop a well written product? C. Mechanics, Spelling and Handwriting: How do rules of language affect communication? D. Writing Forms, Audiences, and Purposes: Why does a writer choose a particular form of writing? District Assessment


Writing Products taken to Formal Publication • Letters (Friendly, Business) • Writing on Demand for Prompts • Research Paper with Thesis Statement and

Citations and Bibliographical Page






Assessment How learning will be assessed

Focus: Writing Letters Students will write business and friendly letters for real reasons. A. Writing as a Process Writing instruction will include all steps of the writing process:

Prewriting

6. Have students use The Letter Generator, an interactive tool that invites students to learn the parts of a business or friendly letter and then compose and print letters.

6. & 8. Rubric will be provided (class created) which will be used to assess business letter and friendly letter that students are asked to write On-Demand to a teacher created prompt.

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Drafting Revising Editing

Postwriting 6. Students will draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. 8. Students will review and edit work for spelling, usage, clarity, organization, and fluency.

www.readwritethink.org/materials/letter_generator/

Rubric will include: correct letter format, awareness of audience and purpose, interesting opening, logical sequence, satisfying conclusion, spelling, usage, clarity, organization, and fluency.

B. Writing as a Product 10. Students will engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

C. Mechanics, Spelling, Handwriting 8. Students will edit writing for correct grammar usage, capitalization, punctuation, and spelling. 10. Students will write legibly in manuscript or cursive to meet district standards.

10. Copies of friendly letters written to classmates in response to oral presentations will be assessed for handwriting legibility.

D. Writing Forms, Audiences, and Purposes 3. Develop and use knowledge of a variety of genres, including everyday/workplace writing. 12. Students will demonstrate the ability to write friendly/business letters in correct format and coherent style.

3. Require students to write business letters to experts when doing their Exit Inquiry Research. 12. Have students collect exemplary friendly letters and business letters from the real world to use to examine and to create a class rubrics for writing each type of letter. 12. Explicitly teach the format for a friendly letter. 12. Explicitly teach the format for a business letter.

12. Copies of friendly letters written to classmates in response to oral presentations will be assessed, using class created rubric for a friendly letter. 12. Copies of business letters written for Exit Inquiry will be assessed, using class created rubrics for a business letter.

Focus: Writing Research Updates on Community e-Board/classroom website

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http://www.readwritethink.org/materials/letter_generator/


Students will be asked to write research updates on e-Board using school-based pseudonym. A.. Writing as a Process 12. Students will use computer writing applications during the writing process.

B. Writing as a Product 6. Students will sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately.

C. Mechanics, Spelling, Handwriting 8. Students will edit writing for correct grammar usage, capitalization, punctuation, and spelling.

D. Writing Forms, Audiences, and Purposes 1. Students will write for different purposes and a variety of audiences. 13. Students will use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

1. & 13. Require students to write weekly on teacher-created i-Note on the e-Board. Each week require a different organizational framework for the electronic response.

13. Rubrics for each weekly response using the required organizational framework will be provided. Weekly response will be assessed based on the content, appropriateness of response, and organizational structure.

Focus: Writing on Demand Students will be given multiple opportunities throughout the school year to develop writing fluency and to develop their skills to respond to a writing prompt/answer an open ended question. A. Writing as a Process Writing instruction will include all steps of the writing process:


Postwriting 5. Students will use strategies such as graphic

5. Explicitly instruct students on how to use a variety of strategies to plan and organize an On-Demand written response. 5. & 7. Have students and teachers, in a fishbowl classroom format, Think Aloud to model how they read the question carefully, highlight what is being specifically asked, use a graphic organizer to plan an answer, write a draft, and allow time for

8. District Spring Writing Sample

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organizers and outlines to elaborate and organize ideas for writing. 7. Students will make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. 8. Students will understand and apply the elements of a scoring rubric to improve and evaluate writing. 9. Students will reflect on own writing, noting strengths and setting goals for improvement.

revision.

B. Writing as a Product 3. Students will write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, and hypothesis/results). 7. Students will write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words. 9. Students will provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas. 10. Students will engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

C. Mechanics, Spelling, Handwriting 2. Students will use increasingly complex sentence structure and syntax to express ideas. 3. Use knowledge of English grammar and usage to express ideas effectively. 4. Use correct capitalization and punctuation, including commas ad colons, throughout

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writing. 10. Write legibly in manuscript or cursive to meet district standards. D. Writing Forms, Audiences, and Purposes 6. Organize paragraphs using topic sentences. 13. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance. 14. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. 17. Review scoring criteria of relevant rubrics. 18. Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).

6., 13, and 14. Have students critique samples of On-Demand writing, to begin to identify and recognize what are the characteristics of excellent written responses.

6., 13, & 14. Open-Ended questions will be included in each math exam, guided reading reflection sheet, social studies, test, and science unit exam. With each question, rubrics will be provided to guide the writer in focusing on developing and demonstrating evidence of specific skills for On-Demand writing. 17 & 18. Students will revisit their Open-Ended answers and identify their own exemplars. These exemplars will be critiqued, using post-it notes, and showcased in the literacy/writing portfolio.

Focus: Writing an Exit Inquiry Research Paper with a Thesis Statement and Citations Students will be asked to self-select a topic to investigate and research. Student’s own questions will drive the research. Students will be required to use a variety of resources to gather information and data. Students will be asked to write a research paper that does not just present facts, but rather supports a thesis statement. Citations within the text, graphics, headings and subheadings, and a reference page will be required. Students will use MLA style for the Exit Inquiry Research Paper. Teachers may limit the topic choice to a particular social studies or science unit, or a topic which would result in social action. Likewise, teachers may choose to allow students to select any topic to investigate that has high personal interest. A. Writing as a Process Writing instruction will include all steps of the writing process:


Postwriting 2. Students will write informational

5. & 8. To begin to understand how to link inquiry and writing research, read Research and Writing http://www.mwp.hawaii.edu/resources/wm3.htm(accessed 8/24/08) Although this is addressed for college students, it is a good beginning place for fifth grade teachers to explore how to synthesize the two processes. Use Stephanie Harvey 1998. Nonfiction Matters:

.

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http://www.mwp.hawaii.edu/resources/wm3.htm


compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph. 5. Students will use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. 8. Students will revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice. 9. Students will review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision. 11. Students will use a variety of reference materials to revise work. 12. Students will use computer writing applications during the writing process. 13. Students will understand and apply the elements of a scoring rubric to improve and evaluate writing.

Reading, Writing, and Research in Grades 3-8. Portland, ME: Stenhouse . Use Laurie Rozakis. 2007. Writing Great Research Papers, Second Edition. New York: McGraw Hill. Contents Includes: What is a Research Paper? How Do I Choose a Subject for My Research Paper? How Do I Narrow My Subject into a Research Topic? (and Why?) How Do I Write a Thesis Statement? How Can I Find the Information I Need? How Do I Use Online Sources? How Do I Use Books for My Research Paper? What Other Sources Can I Use for My Research Paper? How Do I Track My Research? How Do I Evaluate Sources? How Do I Take Notes on My Sources? How Do I Outline – and Why? What Writing Style Do I Use? How Do I Use My Source Material? What is Plagiarism and How Do I Avoid It? How Do I Use MLA Internal Documentation? How Do I Create A Works Cited Page? How Do I Present My Research Paper? How Do I Revise, Edit, and Proofread? 12. Students may also create a PowerPoint presentation to share the result of the research with peers.

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B. Writing as a Product 1. Students will expand knowledge of characteristics and structures of selected genres. 5. Students will support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources. 6. Students will sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately. 8. Students will prepare a works consulted page for reports or research papers. 9. Students will provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas. 10. Students will engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

5. & 6. For Craft Lessons see Joann Portalupi and Ralph Fletcher. 2001. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse.

C. Mechanics, Spelling, Handwriting 2. Students will use complex sentence structure and syntax to express ideas. 8. Students will edit writing for correct grammar, usage, capitalization, punctuation, and spelling. 9. Students will use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

D. Writing Forms, Audiences, and Purposes 2. Students will gather, select, and organize information appropriate to topic, task, and

17. Rubrics will be provided to the student at the onset of this project. The rubrics will require that student writer provide evidence of skills, strategies, and genre format specifically focused on in this Exit Inquiry Research Paper

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audience. 5. Students will use transitions between and within paragraphs. 6. Students will organize paragraphs using topic sentences. 9. Students will write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page. 15. Students will use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs). 17. Students will review scoring criteria of relevant rubrics. 18. Students will develop a collection of writings (e.g., a literacy folder, a literacy portfolio.

unit. 18. Completed research paper will be showcased in Writer’s Notebook. 17. Rubrics for PowerPoint presentation to share results of research with peers will also be provided to students and used to assess oral presentation. See Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides http://www.iasted.org/conferences/formatting/Presentations-Tips.ppt#256,1,Making(Accessed 8/24/08)

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http://www.iasted.org/conferences/formatting/Presentations-Tips.ppt#256,1,Making

http://www.iasted.org/conferences/formatting/Presentations-Tips.ppt#256,1,Making

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