Unit Overview



|Unit Overview |

|Content Area: English Language Arts |

|Unit Title: Writing ~ Framing Your Thoughts |

|Target Course/Grade Level: Fifth Grade |

|Unit Summary: This unit provides an introduction to sentence structure, sentence diagramming, parts of speech, and paragraph writing through |

|the Framing Your Thoughts Program. It will enable students to write more descriptively in complete sentences using a variety of techniques. The|

|unit will also provide a framework for writing completed throughout the course of the year. |

|Primary interdisciplinary connections: Reading |

|21st century themes and skills: Creativity and Innovation |

|Anchor Standards: |

|Anchor Standards for Writing: |

|Production and Distribution of Writing |

|W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |

|Range of Writing |

|W.10. 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 tasks, purposes, and audiences. |

|Anchor Standards for Language: |

|Conventions of Standard English |

|L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

|Knowledge of Language |

|L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, |

|and to comprehend more fully when reading or listening. |

|Vocabulary Acquisition and Use |

|L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word |

|parts, and consulting general and specialized reference materials, as appropriate. |

|Learning Targets/Activities |

|Domain: Writing, Language |

|Cluster: Production and Distribution of Writing, Range of Writing, Conventions of Standard English, |

|Knowledge of Language, Vocabulary Acquisition and Use |

|Standard # | Standards |

|W.5.4 |Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and |

| |audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |

|W.5.5 |With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, |

| |rewriting, or trying a new approach. |

|W.5.10 |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. |

|L.5.2.b |Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

| |b. Use a comma to separate an introductory element from the rest of the sentence. |

|L.5.3.a |Use knowledge of language and its conventions when writing, speaking, reading, or listening: expand, combine, and reduce |

| |sentences for meaning, reader/listener interest, and style. |

|L.5.4.c |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, |

| |choosing flexibly from a range of strategies. |

| |c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the |

| |pronunciation and determine or clarify the precise meaning of key words and phrases. |

|Unit Essential Questions |Unit Enduring Understandings |

|How does identifying parts of a sentence create a better writer? |Diagramming sentences, using Framing Your Thoughts symbols, enhances a |

|How do writers transfer their visualizations onto paper with |writer’s ability to express their thoughts descriptively. |

|descriptive words and phrases? |There are specific steps to follow when building sentences that will |

|How does sentence variety create interest for the reader? |convey one’s thoughts succinctly and descriptively. |

| |Writers use paragraph organization and descriptive words and phrases to |

| |craft sensory imagery in their writing. |

| |Writers use a variety of sentence structures to enhance interest and |

| |readability. |

|Unit Learning Targets |

|Students will ... |

|Students will be able to create “bare bones sentences” (subject + predicate). (L.5.3.a) |

|Students will be able to create sentences that contain a “receiver of the action” (direct object). (L.5.3.a) |

|Students will be able to expand “bare bones sentences” using “predicate expanders” (who, when, where, or why) and subject describers |

|(adjectives that describe the subject). (W.5.4, L.5.3.a) |

|Students will be able to identify and diagram the various parts of a sentence using specific symbols as outlined in the Framing Your Thoughts |

|program. (L.5.3.a) |

|Students will be able to understand and utilize predicate expander mobility to vary sentence structure. (W.5.5, L.5.2.b) |

|Students will be able to create sentences using compound subjects, predicates, and direct objects. (L.5.3.a) |

|Students will be able to apply the “3+ predicate expander comma rule” (introductory clause comma rule) and to separate two different types of |

|“subject describers” (two different kinds of adjectives. Ex: physical and behavioral characteristics). (L.5.2.b) |

|Students will be able to develop a “key point” (topic sentence), three supporting details, and a “clincher” (closing sentence) for a given |

|topic to create a descriptive paragraph. (W.5.4, W.5.10, L.5.3.a) |

|Students will be able to use the five senses in order to create vivid supporting detail sentences. (W.5.5) |

|Students will learn to consult a thesaurus, both text and digital versions, to enhance and broaden their vocabulary and usage. (L.5.4.c) |

|Students will be able to utilize the writing process to plan, write, revise, edit, and publish their descriptive paragraphs. (W.5.5, W.5.10) |

|Learning Activities |

|Subject/Predicate sorts |Waterfall Descriptive Paragraph Writing Activity: view picture of |

|Subject and Predicate “silly sentence” matching game |rainforest waterfall and create key point, three supporting details |

|“Bare Bones sentences” charades |(using the 5 senses organizer), and clincher. Students will take their |

|Framing Your Thoughts practice worksheets (including sentence |paragraph through the complete writing process |

|diagramming) | |

|Use picture books to locate and diagram sentences using Framing Your | |

|Thoughts symbols | |

|Kinesthetic Student Sentence Mobility activity (students hold cards | |

|with various parts of sentences and move about to form different | |

|structures) | |

|Describing various pictures displayed on SmartBoard using single | |

|Framing Your Thoughts sentences | |

|Evidence of Learning |

|Formative Assessments |

|Teacher observation |Whole class and group generated sentences and diagramming |

|Student participation |Individual sentences created from various pictures displayed on SmartBoard|

|Framing Your Thoughts worksheets | |

|Summative Assessments |

|Descriptive Rainforest Paragraph final copy |

|Benchmark Framing Your Thoughts assessment |

|RESOURCES/TECHNOLOGY |

|Teacher Instructional Resources: |

|Framing Your Thoughts Sentence Structure Kit |

|Thesauruses |

|Various picture books |

|SmartBoard images, including rainforest waterfall picture |

|Integration of Technology: |

|SmartBoard and Elmo |

|Technology Resources: |

| |

|Google Images |

|Opportunities for Differentiation: |

|VAKT modeling |

|Graphic organizers |

|Teacher Notes: |

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