EUP Writing Curriculum Guide Grade 10



EUP Writing Curriculum Guide                                                                                                           Grade 10 

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

|  |  |  |Writing |

|Review conventions in context of |Ideas- heart of the message, content,|Prewriting: |  |

|student writing |main theme, details that enrich and |·         Brainstorm topics |Teach Student the |

| |develop theme |·         Discuss audience |Language |

|  |  |and purpose |they need to think and |

| the soul, the magic, the wit, |·         Use a variety of |speak like writers |

|age.html |the feeling and conviction of the |approaches to generate and |  |

|  |individual writer, the sense of |develop ideas |Read, Score, and Justify |

|, punch, flair, style, |o        graphic organizers |your scores on sample |

|ebsites/ |courage |o        reader-response |pages |

|  |  |journals |  |

| The internal structure,|  |Practice and Revision |

|riting/ |the thread of central meaning, the |Drafting:  |Working with a partner or|

|elem_writing/Bib/Grammar.htm |logical, intriguing pattern of the |·         Write a variety of|small group |

|  |ideas, purposeful sequencing |genres |Working on an anonymous |

|  |·         Support ideas |sample |

|fm |Sentence Fluency- rhythm & flow of |addressed in topic |Revising for one trait at|

|  |the language, sound of word patterns,|  |a time |

| |varies sentence length and sentence |Revising:  |  |

|  |beginnings |·         Revise drafts for |Literature Connection |

| |  |clarity, organization, |Using printed material of|

| |Word Choice- use of rich, colorful |ideas, and support |all kinds to illustrate |

| |precise, language, strong verbs, |·         Evaluate mood and |strengths and weaknesses |

| |vivid images, memorable moments |tone |in  writing |

| |  |  |  |

| |Conventions- looks clean, edited & |Editing:  |Authentic Modeling of |

| |polished, mechanical correctness in |·         Peer editing for |Teacher/Peer Work |

| |spelling, grammar & usage, |conventions |  |

| |paragraphing use of capitals and |·         Self-editing for |R.A.F.T.S.  (Role, |

| |punctuation |conventions |Audience, Format, Topic, |

| | |  |Strong Verbs) |

| | |Publishing: |And other prompts |

| | |·         Publish genres |  |

| | |using a variety of formats, |Activities and Trait |

| | |including media, for an |Focus Lessons |

| | |audience |  |

| | |  |Student Goal Setting and |

| | | |the Mentoring Process |

|Spelling | |Research |Authentic Assessment |

|  | |  |  |

|·         Understand strategies for | |·         Use proper MLA/APA|·         6 Traits model |

|commonly misspelled words | |format |1-pager |

|·        Know techniques for achieving| |·         Construct and |  |

|spelling accuracy | |fully develop a thesis |·         6 Traits |

| | |statement |grading formulas |

| | |·         Use proper |  |

| | |transitions |  |

| | | |  |

| | | |·         Suggested |

| | | |format:  RAFTS |

| | | |  |

| | | |R:  Role of the writer |

| | | |A:  Audience |

| | | |F:  Format |

| | | |T:  Topic |

| | | |S:  Strong Verb |

| | | |  |

| | | |·         Portfolio |

| | | |containing two completed |

| | | |products from each mode. |

| | | |  |

| | | |·         Tentative |

| | | |common scoring day twice |

| | | |a year |

|Handwriting   Write legibly whether printing or writing in cursive. | |

|Evaluation | |

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