EUP Writing Curriculum Guide Grade 11



EUP Writing Curriculum Guide                                                                                                               Grade 11

|Grammar and Usage |6 Traits |Writing Process |Best practices to Teach |

|Regularly review conventions in the |Ideas- heart of the message, |6 Traits |Writing |

|context of student writing |content, main theme, details |        Become  familiar with 6 |Best Practices To Teach |

|  |that enrich and develop theme |Trait terminology and use it  in |Writing |

| |Voice- the soul, the magic, the|writing as teacher directs |Teach Student the |

|  |wit, the feeling and conviction|Standardized Writing Practice |Language |

| the individual writer, the |Practice write for standardized |they need to think and |

|age.html |sense of involvement, punch, |tests |speak like writers |

|  |flair, style, courage |(i.e. MEAP, ACT) as teacher |Read, Score, and Justify |

| The internal |directs |your scores on sample |

|ebsites/ |structure, the thread of |·        Use 6 Trait model to  |pages |

|  |central meaning, the logical, |help achieve clarity in writing |Practice and Revision |

| pattern of the |Prewriting |Working with a partner or|

|riting/ |ideas, purposeful sequencing |·        Brainstorm lists and use|small group |

|elem_writing/Bib/Grammar.htm |Sentence Fluency- rhythm & flow|graphic organizers most useful to|Working on an anonymous |

|  |of the language, sound of word |individual learner |sample |

|, varies sentence |·        Determine audience and |Revising for one trait at|

|fm |length and sentence beginnings |purpose |a time |

|  |Word Choice- use of rich, |·        Gather suitable ideas, |Literature Connection |

| |colorful precise, language, |supports, and details |Using printed material of|

|  |strong verbs, vivid images, |·        Choose lively words |all kinds to illustrate |

| |memorable moments |appropriate to audience and |strengths and weaknesses |

| |Conventions- looks clean, |purpose |in  writing |

| |edited & polished, mechanical |Drafting |Authentic Modeling of |

| |correctness in spelling, |·        Use prewriting |Teacher/Peer Work |

| |grammar & usage, paragraphing |information and ideas to guide |R.A.F.T.S.  (Role, |

| |use of capitals and punctuation|each writing piece |Audience, Format, Topic, |

| | |Editing |Strong Verbs) |

| | |·        Proofread and edit one’s|And other prompts |

| | |own writing |Activities and Trait |

| | |·        Participate in peer |Focus Lessons |

| | |editing  as teacher directs |Student Goal Setting and |

| | |·        Correct and improve use |the Mentoring Process |

| | |of conventions and other 6 good | |

| | |writing traits | |

| | |Publishing | |

| | |·        Present final work  as a| |

| | |polished product in a teacher | |

| | |selected format | |

|Spelling | |Research |Authentic Assessment |

|·        Practice strategies for | |Continue  to employ standard |6 Traits model 1-pager |

|commonly misspelled words | |documentation in citing sources |6 Traits grading formulas|

|·        Know techniques for | |·        MLA |Suggested format:  RAFTS |

|developing spelling accuracy | |·        APA |R:  Role of the writer |

|·        Practice using correctly | |Demonstrate thorough perspective |A:  Audience |

|commonly confused words | |when examining complex issues |F:  Format |

| | |Discuss implementation of |T:  Topic |

| | |possible solutions when using |S:  Strong Verb |

| | |problem-solving approach |Portfolio containing two |

| | | |completed products from |

| | | |each mode |

|Handwriting :  Write legibly, whether printing or in cursive | |

|Evaluation | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download