TENTH GRADE READING AND ENGLISH LANGUAGE ARTS



Instructional GuideFirst Grade English Language ArtsTitle: Author Extraordinaire! (Writing)Content Standards ELA.1.21Write informative/explanatory texts by naming a topic, supplying some facts about the topic, and providing some sense of closure.ELA.1.25With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.ELA.1.26Participate in shared research and writing (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).ELA.1.34Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelingsELA.1.36Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbs in basic sentences (e.g., he hops; we hop).Use personal, possessive and indefinite pronouns (e.g., I, me, and my; they, them, and their; anyone and everything).Use verbs to convey a sense of past, present, and future (e.g., yesterday I walked home; today I walk home; tomorrow I will walk home).Use frequently occurring adjectives.Use frequently occurring conjunctions (e.g. and, but, or, so, or because).Use determiners (e.g., articles and demonstratives).Use frequently occurring prepositions (e.g., during, beyond, or toward).Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.ELA.1.37Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.Capitalize dates and names of people.Use end punctuation for sentences.Use commas in dates and to separate single words in a series.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.Performance Objectives(Know/Do)Students will construct complete sentences to form a paragraph and create appropriate illustrations.Know:Sentences begin with a capital letter Sentences must end with the appropriate punctuation The difference between a complete and incomplete sentence A sentence will have noun-verb agreement An illustration conveys the meaning of the text All sentences in a paragraph relate to one topic?Do:Capitalize the beginning of a sentence and any appropriate words in the sentence End each sentence with and appropriate punctuation Write complete sentences with appropriate noun-verb agreement The written text will be appropriately illustrated Write a paragraph with a topic sentence and three supporting sentencesBig IdeaWriting skillsEnduring UnderstandingsCertain words must be capitalizedA complete sentence has appropriate noun-verb agreementA complete sentence has appropriate ending punctuationA complete sentence makes senseAn illustration visually conveys the meaning of the sentenceEssential QuestionsWhy write? Why is writing complete sentences important? Why must sentences have structure? Why does an illustration need to convey the meaning of the sentence?Learning Plan & Notes to InstructorNotes to Instructor:Create a Word Jar (plastic) that will be used to hold interesting words and/or pictures Create several VENN diagrams, word maps, and 4-square models as anchors for developing the final product On 3” x 5” index cards (3/student) have the students write a period, question mark and exclamation mark Select several passages that can be read to the students and have them use their index punctuation cards to show how the sentence should end. This will help the students realize that punctuation affects comprehension of the text Write or select several paragraphs that can be cut-apart into the beginning, middle, end Create a writing center with all the necessary materials for the children The writing rubrics will be used by the individual students, the class and the teacher to assess the developing writing process strategies.Learning Plan: The teacher’s modeling of the writing process should begin very early in the school year. Depending upon the student’s writing abilities, this process will gradually be turned over to small groups, individual students with teacher assistance and then the students will complete this process on their own.Whole Group:Model writing a sentence Use a graphic organizer to brainstorm ideas for a specific topicModel using the graphic organizer as a guide to write a four sentence paragraph with student assistanceSmall Group: Children will re-construct cut apart sentences, looking for the appropriate capitalization and punctuation. Children will re-construct a cut apart paragraph, locating the topic sentence and the supporting sentences in the appropriate sequence Teacher assists students in selecting a topic, creating a graphic organizer and writing a four-sentence paragraph. Small groups will present their creative writing with appropriate illustration to the classIndependent Writing:Students will select a topic independently, create a graphic organizer, write and edit a four sentence paragraph To differentiate this process, teacher guidance will be given to the individual students when necessary or children may work with a partner to create this processLearning Environment:Pictures for writing promptsWriting Jar Incorrectly written sentences for the children to edit and correct Graphic Organizer: Large and individual Sentences strips for dictated children sentences Computers and printers Computer paper, crayons, colored pencils, markersAcademic PromptsAcademic Prompt: This is an ongoing process that should begin in September and depending on the abilities of the students, culminating in a product by the end of the first semester of school. Notes to Teacher: ?Select a variety of pictures that the children will use as writing prompts. Students will select a picture and depending on their ability level construct a sentence or a paragraph related to the picture.Create a Writing Prompt Jar.Teacher writes appropriate grade level sentences and non-sentences to place in the Writing Prompt Jar.Partners select a sentence from the Writing Jar. Read the sentence; decide if the sentence is written correctly. Does the sentence make sense (word order), are the correct words capitalized and does it end with the appropriate punctuation? Partners will make any necessary corrections and be prepared to share the sentence with the whole class. They should be able to tell why they made those corrections.?Culminating Assessment or ProductNote to Teacher: Create an Authors’ Board to display the children’s published work.Our class has been hired by National Geographic to write and illustrate articles for their children’s magazine. Once you have selected your topic select a book related to that topic, read it, then create a graphic organizer that you will use as a guide to write your paragraph. You will write and illustrate a four-sentence paragraph using a topic of your choice. Your paragraph should contain appropriate capitalization, punctuation and spelling. It should be illustrated appropriately and make sense. Edit and publish your paragraph using the computer to write the text and create the appropriate related illustration. With another student in our class, review your finished product. Use a writing rubric to evaluate your paragraph. Make any other necessary corrections or additions and be prepared to share your paragraph orally with the magazine editor (the teacher) and her editing staff (our class). Your final copy will be displayed.Links and Other ResourcesRelated Rubric links:Academic PromptCulminating Assessment RubricStory Writing:; ; Student Materials:Sentence strips, chart paper, dictionaries (synonym/antonym, rhyming), high frequency word lists, pencils, markers, crayons, books (Science and Social Studies Leveled Readers), computers, printer, Word Jar, graphic organizers?Lesson/unit Concepts About Writing: Classroom Practices that support sentence, paragraph and story writing: Shared readingIndependent readingPartner readingEcho ReadingShared WritingModeled writingSmall group writing?Related Websites: HullDebbie Workmanadapted by K. CookHow Do I Write?Put a check in a box to show your answer.YesNoI capitalized the first word of each sentence.I capitalized the names of people and important places.I ended each sentence with the correct punctuation mark. (. ? !)I used details about my topic.My story has a beginning, middle, and an end.I read my story to see if it makes sense.I tried to fix my spelling mistakes.I feel good about my story.How Do I Write?Put a check in a box to show your answer.YesNoI capitalized the first word of each sentence.I capitalized the names of people and important places.I ended each sentence with the correct punctuation mark. (. ? !)I used details about my topic.My story has a beginning, middle, and an end.I read my story to see if it makes sense.I tried to fix my spelling mistakes.I feel good about my story.How Do I Write?Put a check in a box to show your answer.YesNoI capitalized the first word of each sentence.I capitalized the names of people and important places.I ended each sentence with the correct punctuation mark. (. ? !)I used details about my topic.My story has a beginning, middle, and an end.I read my story to see if it makes sense.I tried to fix my spelling mistakes.I feel good about my story.Story Writing (First grade) 2?points 1?points 0?point TotalUse of story web or picture story Put a lot of effort and details into web or picture story. Created a web or picture story. Did not create a web or picture story. ? Use of punctuation and capitalization All sentences begin with a capital letter and end with punctuation. Most sentences begin with capital letter and end with punctuation. Few sentences begin with capitals and end with punctuation. ? Beginning, Middle, and End The story has a clear beginning, middle, and end. The story is missing a component. The story is lacking a beginning, middle, and end. ? Does it make sense? The story and sentences flow together and make sense. The story mostly made sense. The story does not make sense. ? Use of details and interesting thoughts The story is well written using lots of details and interesting words. The story has some details and interesting words. The story is lacking details. ? ................
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