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Leah Mullenaux

Second Grade 6 Traits of Writing Unit Plan

EED 478- Kelly Owen

Spring 2015

|UNIT INFORMATION |

|Grade/Subject: |2nd Grade Writing |

|Unit Name: |The 6 Traits of Writing |

|Length of Unit: |5 weeks (20 instructional days) 2/2-3/5 |

| UNIT STANDARD |

|Learning Goals |Writing Standards |

| |CCSS.ELA-LITERACY.W.2.1 (Write opinion pieces in which they introduce the topic or book they are writing |

| |about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, |

| |also) to connect opinion and reasons, and provide a concluding statement or section.) |

| |CCSS.ELA-LITERACY.W.2.3 (Write narratives in which they recount a well-elaborated event or short sequence |

| |of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event|

| |order, and provide a sense of closure.) |

| |CCSS.ELA-LITERACY.W.2.5 (With guidance and support from adults and peers, focus on a topic and strengthen |

| |writing as needed by revising and editing.) |

| |CCSS.ELA-LITERACY.W.3.4 (With guidance and support from adults, produce writing in which the development |

| |and organization are appropriate to task and purpose.) |

| |Language Standards |

| |CCSS.ELA-LITERACY.L.2.1 (Demonstrate command of the conventions of standard English grammar and usage when|

| |writing or speaking.) |

| |CCSS.ELA-LITERACY.L.2.2 (Demonstrate command of the conventions of standard English capitalization, |

| |punctuation, and spelling when writing.) |

| |Speaking & Listening Standards |

| |CCSS.ELA-LITERACY.SL.2.2 (Recount or describe key ideas or details from a text read aloud or information |

| |presented orally or through other media.) |

|Remedial (R) |Remedial Standards |

|Enrichment (E) |CCSS.ELA-LITERACY.W.1.1 (Write opinion pieces in which they introduce the topic or name the book they are |

| |writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.) |

| |CCSS.ELA-LITERACY.W.1.3 (Write narratives in which they recount two or more appropriately sequenced |

| |events, include some details regarding what happened, use temporal words to signal event order, and |

| |provide some sense of closure.) |

| |Enrichment standards: |

| |CCSS.ELA-LITERACY.W.3.1 (Write opinion pieces on topics or texts, supporting a point of view with |

| |reasons.) |

| |- CCSS.ELA-LITERACY.W.3.1.A (Introduce the topic or text they are writing about, state an opinion, and |

| |create an organizational structure that lists reasons.) |

| |- CCSS.ELA-LITERACY.W.3.1.B (Provide reasons that support the opinion.) |

| |- CCSS.ELA-LITERACY.W.3.1.C (Use linking words and phrases (e.g., because, therefore, since, for example) |

| |to connect opinion and reasons.) |

| |- CCSS.ELA-LITERACY.W.3.1.D (Provide a concluding statement or section.) |

| |CCSS.ELA-LITERACY.W.3.3 (Write narratives to develop real or imagined experiences or events using |

| |effective technique, descriptive details, and clear event sequences.) |

| |- CCSS.ELA-LITERACY.W.3.3.A (Establish a situation and introduce a narrator and/or characters; organize an|

| |event sequence that unfolds naturally.) |

| |- CCSS.ELA-LITERACY.W.3.3.B (Use dialogue and descriptions of actions, thoughts, and feelings to develop |

| |experiences and events or show the response of characters to situations.) |

| |- CCSS.ELA-LITERACY.W.3.3.C (Use temporal words and phrases to signal event order.) |

| |- CCSS.ELA-LITERACY.W.3.3.D (Provide a sense of closure.) |

|Curricular Resources |6 + 1 Traits of Writing: The Complete Guide: Grades 3 and Up by Ruth Culham (a textbook that provided me |

| |with descriptions of the 6 traits, as well as lesson plan ideas) |

| |Owl Moon by Jan Yolen (a picture book that I used as a mentor text to display word choice) |

| |The Secret Knowledge of Grown Ups by David Wisniewski (a picture book that I used as a mentor text to |

| |display strong ideas) |

| | (a website I used to get opinion and narrative writing prompts, as well as background |

| |information on the 6 traits) |

| |

|1st Unit Plan - GOAL |

|100% of students will achieve at least 80% mastery of prioritized standards of Writing using the 6 traits. |

| |

|1st Unit Plan – Planning For Assessment |

|How will I measure my 1st Unit Goal? |

|The students will write an opinion or narrative piece responding to a prompt and will be graded on all 6 areas of the 6 traits of writing |

|(rubric attached). |

|How will I measure progress toward the 1st Unit Goal? |

|After each week, the students’ writing will be graded using a rubric (attached) specific to the trait that was focused on. |

| |

|1ST Unit Plan – Big Ideas |

|Ideas: the main message |

|Organization: the internal structure of the piece |

|Voice: the personal tone and flavor of the author's message |

|Word Choice: the vocabulary a writer chooses to convey meaning |

|Sentence Fluency: the rhythm and flow of the language |

|Conventions: the mechanical correctness |

| |Standard |Aligned Sections |Points Possible |Grade (%) |

|Standard | | | | |

|CCSS.ELA-LITERACY.W.2.3 |Write narratives in which they recount a |Rubric |N/A |N/A |

| |well-elaborated event or short sequence of events, | | | |

| |include details to describe actions, thoughts, and | | | |

| |feelings, use temporal words to signal event order, | | | |

| |and provide a sense of closure. | | | |

|CCSS.ELA-LITERACY.W.2.5 |With guidance and support from adults and peers, |Rubric |N/A |N/A |

| |focus on a topic and strengthen writing as needed by | | | |

| |revising and editing. | | | |

|CCSS.ELA-LITERACY.W.3.4 |With guidance and support from adults, produce |Rubric |N/A |N/A |

| |writing in which the development and organization are| | | |

| |appropriate to task and purpose. | | | |

|CCSS.ELA-LITERACY.L.2.1 |Demonstrate command of the conventions of standard |Rubric |N/A |N/A |

| |English grammar and usage when writing or speaking. | | | |

|CCSS.ELA-LITERACY.L.2.2 |Demonstrate command of the conventions of standard |Rubric |N/A |N/A |

| |English capitalization, punctuation, and spelling | | | |

| |when writing. | | | |

|CCSS.ELA-LITERACY.SL.2.2 |Recount or describe key ideas or details from a text |Rubric |N/A |N/A |

| |read aloud or information presented orally or through| | | |

| |other media. | | | |

|Standard |Daily Lesson Objective(s) |# of days |Lesson Plan Notes |

| | | | |

| | |1 day = xx min. | |

|CCSS.ELA-LITERACY.W.2.1 (Write opinion pieces in which|I can write about what kind of superpower I would want to |Each objective will be taught|The students will give their opinion on what superpower they would |

|they introduce the topic or book they are writing |have, paying close attention to my ideas. |over in 30-minute lesson, |want to have if they could choose. They will focus on providing |

|about, state an opinion, supply reasons that support |I can write about my favorite subject in school, paying close|concurrent with other |strong examples and reasons for their opinion, as well as a strong |

|the opinion, use linking words (e.g., because, and, |attention to sentence fluency. |standards. |opening and closing. |

|also) to connect opinion and reasons, and provide a |I can write about my favorite food, paying close attention to|4 days |They students will give their opinion on their favorite subject in |

|concluding statement or section.) |my word choice. |120 minutes |school. They will make their opinion clear by proving reasons and |

| |I can write about my favorite holiday, paying close attention| |examples, paying close attention to linking words. |

| |to the 6 traits of writing. | |The students will give their opinion on their favorite food, |

| | | |providing reasons and examples. They will focus on producing a |

| | | |strong opening as well as a strong closing. |

| | | |The students will write about their favorite holiday. Since this |

| | | |will be their final writing piece, they will focus on presenting a |

| | | |very strong opinion using reasons, examples, an opening, a closing,|

| | | |and linking words. |

|CCSS.ELA-LITERACY.W.2.3 (Write narratives in which |I can write about the creative writing prompt that I chose, |Each objective will be taught|Instead of focusing on writing their opinions, the students will |

|they recount a well-elaborated event or short sequence|paying close attention to voice. |over in 30-minute lesson. |write from the perspective of another person in the form of |

|of events, include details to describe actions, | |2 days |narrative writing. They will choose from one of three prompts, and |

|thoughts, and feelings, use temporal words to signal | |60 minutes |use strong voice in order to make the character come alive. |

|event order, and provide a sense of closure.) | | | |

|CCSS.ELA-LITERACY.W.2.5 (With guidance and support |I can score my paper on ideas and revise my mistakes. |Each objective will be taught|The students will strengthen their writing by scoring their opinion|

|from adults and peers, focus on a topic and strengthen|I can score my paper on sentence fluency and revise my |over in 30-minute lesson, |piece on the traits of ideas, conventions, and organization. They |

|writing as needed by revising and editing.) |mistakes. |concurrent with other |will be expected to use this score to revise their paper. |

| |I can have a friend score my paper on word choice and revise |standards. |The students will score themselves on the traits of sentence |

| |my mistakes. |5 days |fluency, conventions, and organization, using that score to improve|

| |I can have a friend score my paper on voice and revise my |300 minutes |their writing before they turn it in. |

| |mistakes. | |The students will have a friend score their writing on word choice,|

| |I can score my paper on all 6 writing traits and revise my | |conventions, and organization. They will use this information to |

| |mistakes. | |improve their writing. |

| | | |A peer will score the students’ writing on voice, conventions, and |

| | | |organization. This feedback will help the students to revise their |

| | | |writing and fix their mistakes. |

| | | |The students will decide whether to score their own paper, or have |

| | | |a friend score it. They will use this information to improve the |

| | | |writing of their final paper. |

|CCSS.ELA-LITERACY.W.3.4 (With guidance and support |I can create a sequence map about what kind of super power I |Each objective will be taught|The students will sequence their examples and reasons supporting |

|from adults, produce writing in which the development |would like to have. |over in 30-minute lesson. |which super power they would want to have. |

|and organization are appropriate to task and purpose.)|I can create a sequence map about my favorite subject in |5 days |The students will sequence their opinion on the best subject in |

| |school. |300 minutes |school, providing a strong opening and closing. |

| |I can create a sequence map about my favorite food. | |The students will focus on the organization of their paper by |

| |I can create a sequence map about the creative writing prompt| |sequencing their opinion of their favorite food. They will focus on|

| |that I chose. | |using sequencing words. |

| |I can create a sequence map about my favorite holiday. | |The students will create a sequence map based off of the creative |

| | | |writing prompt that they chose. This will help them organize their |

| | | |ideas. |

| | | |The students will sequence the reasons and examples on what they |

| | | |believe to be the best holiday. They will focus on giving a strong |

| | | |opening and closing and using sequencing words. |

|CCSS.ELA-LITERACY.L.2.1 (Demonstrate command of the |I can write about what kind of superpower I would want to |Each objective will be taught|Any time they are writing, the students will be expected to pay |

|conventions of standard English grammar and usage when|have, paying close attention to my ideas. |over in 30-minute lesson, |attention to their conventions. Every time they score and correct |

|writing or speaking.) |I can score my paper on ideas and revise my mistakes. |concurrent with other |their paper, they will be focusing on conventions and grammar. |

| |I can write about my favorite subject in school, paying close|standards. | |

| |attention to sentence fluency. |8 days | |

| |I can score my paper on sentence fluency and revise my |240 minutes | |

| |mistakes. | | |

| |I can write about my favorite food, paying close attention to| | |

| |my word choice. | | |

| |I can have a friend score my paper on word choice and revise | | |

| |my mistakes. | | |

| |I can write about my favorite holiday, paying close attention| | |

| |to the 6 traits of writing. | | |

| |I can score my paper on all 6 writing traits and revise my | | |

| |mistakes. | | |

|CCSS.ELA-LITERACY.L.2.2 (Demonstrate command of the |I can write about what kind of superpower I would want to |Each objective will be taught|Students are always expected to use correct capitalization, |

|conventions of standard English capitalization, |have, paying close attention to my ideas. |over in 30-minute lesson, |punctuation, and spelling. They will be focusing on these skills |

|punctuation, and spelling when writing.) |I can score my paper on ideas and revise my mistakes. |concurrent with other |when they score and revise their writing. |

| |I can write about my favorite subject in school, paying close|standards. | |

| |attention to sentence fluency. |8 days | |

| |I can score my paper on sentence fluency and revise my |240 minutes | |

| |mistakes. | | |

| |I can write about my favorite food, paying close attention to| | |

| |my word choice. | | |

| |I can have a friend score my paper on word choice and revise | | |

| |my mistakes. | | |

| |I can write about my favorite holiday, paying close attention| | |

| |to the 6 traits of writing. | | |

| |I can score my paper on all 6 writing traits and revise my | | |

| |mistakes. | | |

|CCSS.ELA-LITERACY.SL.2.2 (Recount or describe key |I can listen to a story with strong ideas and write about |Each objective will be taught|The students will listen to the teacher read the story The Secret |

|ideas or details from a text read aloud or information|what made the ideas so interesting. |over in 30-minute lesson. |Knowledge of Grown Ups by David Wisniewski. The class will discuss |

|presented orally or through other media.) |I can listen to poems being read out loud and compare the |3 days |how having strong, unique ideas is important in writing. |

| |length of the sentences. |90 minutes |Students will listen to poems being read aloud by the teacher, and |

| |I can listen to a story with strong word choice and add words| |discuss how the author’s sentence fluency gives the piece a rhythm,|

| |to plain sentences to make them more interesting. | |making it easier to read. They will then put boxes around each |

| |I can write about the feelings I have when listening to | |sentence in order to see that they vary in length, which is why the|

| |different versions of the same song. | |piece is fluent. |

| |I can review the 6 traits of writing by scoring sample pieces| |The students will listen to the teacher read Owl Moon by Jane Yolen|

| |read aloud. | |out loud, paying attention the author’s word choice. They will |

| | | |discuss how the words painted a mental picture, and practice doing |

| | | |this themselves by making boring sentences more interesting through|

| | | |word choice. |

| | | |The students will listen to two versions different of the same |

| | | |song, writing down what emotions they feel. They will notice that |

| | | |they upbeat version made them feel happier, while the slow, |

| | | |acoustic version made them feel sad, even though it was the same |

| | | |song. This will be related to voice in writing. |

| | | |The students will listen to sample writing pieces read aloud by the|

| | | |teacher and score them on the different 6 traits. This will help |

| | | |them review the traits and hear how they should be used in writing.|

|Unit Review and Assessment |I can review the 6 traits of writing by scoring sample |The objective will be taught | |

| |pieces. |over 1 review day in a 30 | |

| | |minute lesson | |

| | |1 day | |

| | |30 minutes | |

|TOTAL | |Days: 20 | |

| | |Minutes: 600 | |

|CALENDAR OF DAILY OBJECTIVES |

|February |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|9 (Sentence fluency) |10 |11 |12 |13 |

|Standards: |Standards: |Standards: |Standards: |ASU Coursework Day |

|CCSS.ELA-LITERACY.SL.2.2 |CCSS.ELA-LITERACY.W.3.4 |CCSS.ELA-LITERACY.W.2.1 & |CCSS.ELA-LITERACY.W.2.5 & |Spelling Test |

|Daily Objective: I can listen to poems |Daily Objective: I can create a sequence |CCSS.ELA-LITERACY.L.2.1 & |CCSS.ELA-LITERACY.L.2.1 & | |

|being read out loud and compare the |map about my favorite subject in school. |CCSS.ELA-LITERACY.L.2.2 |CCSS.ELA-LITERACY.L.2.2 | |

|length of the sentences. |Formative Assessment: Sequence map |Daily Objective: I can write about my |Daily Objective: I can score my paper on | |

|Formative Assessment: boxed sentences in | |favorite subject in school, paying close |sentence fluency and revise my mistakes. | |

|a poem | |attention to sentence fluency. |Formative Assessment: final draft writing| |

| | |Formative Assessment: Rough draft |with self scored rubric | |

|16 |17 (Word choice) |18 |19 |20 |

|No School |Standards: |Standards: |Standards: |ASU Coursework Day |

| |CCSS.ELA-LITERACY.SL.2.2 |CCSS.ELA-LITERACY.W.3.4 |CCSS.ELA-LITERACY.W.2.1 & |Standards: |

| |Daily Objective: I can listen to a story |Daily Objective: I can create a sequence |CCSS.ELA-LITERACY.L.2.1 & |CCSS.ELA-LITERACY.W.2.5 & |

| |with strong word choice and add words to |map about my favorite food. |CCSS.ELA-LITERACY.L.2.2 |CCSS.ELA-LITERACY.L.2.1 & |

| |plain sentences to make them more |Formative Assessment: Sequence map |Daily Objective: I can write about my |CCSS.ELA-LITERACY.L.2.2 |

| |interesting. | |favorite food, paying close attention to |Daily Objective: I can have a friend |

| |Formative Assessment: Exit ticket with 2 | |my word choice. |score my paper on word choice and revise |

| |sentences that show strong word choice. | |Formative Assessment: Rough draft |my mistakes. |

| | | | |Formative Assessment: final draft |

| | | | |writing with peer scored rubric |

|23 (voice) |24 |25 |26 |27 |

|Standards: |Standards: |Standards: |Standards: |ASU Coursework Day |

|CCSS.ELA-LITERACY.SL.2.2 |CCSS.ELA-LITERACY.W.3.4 |CCSS.ELA-LITERACY.W.2.3 & |CCSS.ELA-LITERACY.W.2.5 & |Spelling Test |

|Daily Objective: I can write about the |Daily Objective: I can create a sequence |CCSS.ELA-LITERACY.L.2.1& |CCSS.ELA-LITERACY.L.2.1 & | |

|feelings I have when listening to |map about the creative writing prompt |CCSS.ELA-LITERACY.L.2.2 |CCSS.ELA-LITERACY.L.2.2 | |

|different versions of the same song. |that I chose. |Daily Objective: I can write about the |Daily Objective: I can have a friend | |

|Formative Assessment: Written feelings |Formative Assessment: Sequence map |creative writing prompt that I chose, |score my paper on voice and revise my | |

|and sentence about how this compares to | |paying close attention to voice. |mistakes. | |

|voice in writing | |Formative Assessment: Rough draft |Formative Assessment: final draft | |

| | | |writing with peer scored rubric | |

|March |

|Monday |Tuesday |Wednesday |Thursday |Friday |

Appendix

Rubric for Week 1 (Ideas):

Rubric for Week 2 (Sentence Fluency):

Rubric for Week 3 (Word Choice):

Rubric for Week 4 (Voice):

Student’s Rubric for Week 5 (All Traits):

Teacher’s Rubric for Week 5 (All Traits):

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