Grade 6



Grade 6 |Eastern Upper Peninsula Writing Curriculum | |

|Grammar and Usage |6 Traits |The Writing Process |Best Practices To Teach Writing |

|     Use style conventions |Ideas - heart of the message; |Focus:  Narrative Writing |Teach the students the language |

|(reference format) and a variety |content; main theme; details |     Students should have many|they need to think and speak like |

|of grammatical structures in |that enrich and deepen theme |opportunities to write |writers. |

|writing to include: indefinite and|Voice - the soul; the magic; |narratives through the Writing|Read, score, and justify your |

|predicate pronouns, |the wit; the feeling and |Process. |scores on sample pages. |

|transitive/intransitive verbs, |conviction of the individual |Prewriting |Practice and Revision: |

|adjective/adverb phrases, |writer; the sense of |     Brainstorm interesting |Working with a partner or small |

|adjective/adverb subordinate |involvement, punch, flair, |topics |group |

|clauses, comparative |style, and courage |     Discuss intended topics, |Working on an anonymous sample |

|adjective/adverbs, superlatives, |Organization - the internal |audience, and purpose |Revising for one trait at a time |

|conjunctions, compound sentences, |structure; the thread of |     Use graphic organizers to|Literature Connection: |

|appositives, independent/dependent|central meaning; the logical, |develop ideas |Using printed material of all |

|clauses, introductory phrases, all|intriguing pattern of the |     Use pattern guides |kinds to illustrate |

|punctuation, and specific uses for|ideas; purposeful sequencing |Drafting |strengths/weaknesses in writing |

|text features of underlining and |Sentence Fluency - rhythm and |     Write a variety of |Authentic Modeling of Teacher/Peer|

|italics |flow of the language; sound |narrative and informational |Work |

|W.GR.06.01 |word patterns; varied sentence|texts |R.A.F.T.S. (Role, Audience, |

| |length and sentence beginnings|     Create text features: |Format, Topic, Strong Verb) and |

| |Word Choice - use of rich, |table of contents, boldface |Other Prompts |

| |colorful, precise language; |words, sidebars, captions, |Activities & Trait-Focused Lessons|

| |strong verbs; vivid images; |indexes, bibliography, etc. |Student Goal-Setting and the |

| |memorable moments |     Pattern writing after a |Mentoring Process |

| |Conventions - looks clean, |core genre | |

| |edited and polished; |Revising | |

| |mechanical correctness in |     Revise drafts for | |

| |spelling, grammar and usage, |clarity, narrative elements, | |

| |and paragraphing; use of |organizational patterns, | |

| |capitals and punctuation |traits, and textual features | |

| | |Editing | |

| | |     Edit own and others’ | |

| | |writing for grammar, usage, | |

| | |mechanics, and spelling using | |

| | |a checklist or rubric | |

| | |Publishing | |

| | |     Publish texts using a | |

| | |variety of forms and media | |

| | |W.PR.06.02, W.PR.06.03, | |

| | |W.PR.06.05 | |

|Spelling: | |Research: |Authentic Assessment: |

|     Spell frequently misspelled | |Inquiry & Research Question |  |

|words correctly (e.g., their, | |Generation | |

|there, they’re) in the context of | |     Use student generated | |

|writing | |topics that are based on focus| |

|W.SP.06.01 | |questions | |

| | |     Formulate assumptions and| |

| | |generalizations | |

| | |Use of Resources | |

| | |     Make selective use of a | |

| | |wide variety of resources | |

| | |     Support or refute | |

| | |hypotheses | |

| | |     Determine the | |

| | |point-of-view of resources | |

| | |Analyzing & Organizing | |

| | |Information | |

| | |     Create hypotheses related| |

| | |to focus questions | |

| | |     Use evidence to support | |

| | |the hypotheses | |

| | |     Use writing strategies | |

| | |for analyzing and organizing | |

| | |information | |

| | |W.GN.06.03 | |

|Handwriting: | |

|     Write legibly in all compositions W.HW.06.01 | |

|Evaluation: | |

|     Student Monitoring Sheet and Class Monitoring Sheet | |

| | | | | |

                        

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