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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