TRUMBULL PUBLIC SCHOOLS...TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut GRADE 5 WRITING 2016 (Last...

TRUMBULL PUBLIC SCHOOLS

Trumbull, Connecticut

GRADE 5 WRITING

2016

(Last revision date: 2008)

Draft for Pilot 2016-17

This document, presented to the Board of Education Curriculum Committee on Aug.

23, 2016, will be developed further during 2016-17, the first year of implementation.

A full curriculum guide will be returned to the Curriculum Committee to be formally

recommended for adoption by the full Board prior to the 2017-18 school year.

Curriculum Writing Team

Terry Buckingham English Language Arts Program Leader, K-5

Lisa Demshak Grade 5 Teacher

Stephanie Domanick Grade 5 Teacher

Marianne Ferrari Grade 5 Teacher

Amanda Figel Special Education Teacher

Remi Grunow Grade 5 Teacher

Jonathan S. Budd, Ph.D., Director of Curriculum, Instruction, & Assessments

Grade 5 Writing Draft for Pilot 2016 1

Grade 5 Writing

Table of Contents

Core Values & Beliefs ............................................................................................... 2

Introduction & Philosophy ......................................................................................... 2

Course Goals .............................................................................................................. 3

Course Enduring Understandings .............................................................................. 3

Course Essential Questions ........................................................................................ 3

Course Knowledge & Skills ....................................................................................... 3

Writing Workshop Year at a Glance .......................................................................... 4

Unit 1: Narrative Craft ............................................................................................... 5

Unit 2: Informational Writing .................................................................................... 10

Unit 3: Informational Writing: Reading, Research, and Writing in the Content Area ........ 15

Unit 4: Science APBA ............................................................................................... 19

Unit 5: The Research-Based Argument Essay ........................................................... 19

Unit 6: Poetry ............................................................................................................. 25

Unit 7: Shaping Texts: From Essay and Narrative to Memoir .................................. 25

Current References ..................................................................................................... 29

Assured Student Performance Rubrics ...................................................................... 29

The Trumbull Board of Education will continue to take Affirmative Action to ensure that no

persons are discriminated against in its employment.


CORE VALUES AND BELIEFS

The Trumbull School Community engages in an environment conducive to learning which

believes that all students will read and write effectively, therefore communicating in an

articulate and coherent manner. All students will participate in activities that present problem-

solving through critical thinking. Students will use technology as a tool applying it to decision

making. We believe that by fostering self-confidence, self-directed and student-centered

activities, we will promote independent thinkers and learners. We believe ethical conduct to

be paramount in sustaining the welcoming school climate that we presently enjoy.

Approved 8/26/2011

INTRODUCTION & PHILOSOPHY

Our core belief is that teachers and students will view themselves as writers and engage in

writing on a daily basis in the Grade Five Writing Workshop. Teachers will use their own

writing as examples for students during the mini-lesson delivered at the beginning of workshop.

For the majority of the workshop time, students will be writing independently and building their

stamina for writing throughout the school year while the teacher circulates around the room to

confer with students individually and in small groups. Students will have writing partners with

whom they may also confer. Writers will have a choice of topics and will employ rich mentor

texts as references to find examples of how other writers have told a story or written information

or opinion-based text. Students will write with a purpose and audience in mind, and each

student’s Writer’s Notebook(s) will hold evidence of the child’s writing across each genre

throughout the school year.

Writers understand the writing process and focus on that process as they work through

generating ideas, drafting, rehearsing, revising, and editing. They demonstrate their many drafts

by using different colored pens to revise and edit. They realize the importance of the process (the

HOW) over the product (the WHAT).

Writers explore a variety of skills transferable across all genres including narrative, research-

based argument, informational writing, poetry, and literary essay.

The biggest shift for teaching at this level is not the content as much as the method of teaching.

Focused mini-lessons are the starting point from which the rest of the writing workshop flows.

Students need uninterrupted blocks of writing time in order to reach the expectations set for

them.

In grade five, students build upon the knowledge gained in K-4 across a variety of genres. Fifth

grade can be an extraordinary year for writing development. It is entirely possible for students to

leave 5th

grade having learned many of the skills called for in the 6th

-grade standards: how to

conduct research using primary sources, how to write narratives that are sequences and theme-

based, and how to write argument essays that use counterargument to clarify a position.

COURSE GOALS

The course goals derive from the 2010 Connecticut Core Standards for Literacy. Goals specific

to a unit of study are listed in this guide at the beginning of each unit. Many standards recur over


the course of the year. The lessons therein encourage student engagement through the writing

process so that each student will see himself/herself as a writer and reflect on the processes

learned.

COURSE ENDURING UNDERSTANDINGS

Students will understand that . . .

writers use a wide repertoire of learned strategies to create effective writing.

writers generate ideas from their own experiences and the writing of others.

writers write and rewrite with greater precision and complexity.

writers remain engaged in their writing, which can include talking, planning, and drafting

for increased sustained periods of time.

writers revise and experiment with craft (word choice, dialogue, description, varied

sentence length) to bring out significance and meaning.

writers reflect on their own and others’ writing with supporting evidence.

writers implement a strong grasp of the commands of language using correct spelling,

punctuation, and grammar to communicate tone and cadence in their writing.

writers write for an audience.

COURSE ESSENTIAL QUESTIONS

How do writers actively participate in a writing community?

What strategies do effective writers use?

How do writers generate ideas?

How do writers apply revision strategies to elaborate and improve precision and complexity

in their writing pieces?

How do writers maintain focus and endurance while writing?

How do effective writers use author’s craft (mentor texts, exemplars, and their own writing)

to improve their writing for a specific audience?

How do writers apply editing skills to writing pieces?

How do writers present their published pieces in an engaging way?

COURSE KNOWLEDGE & SKILLS

Students will know . . .

● the structures of a variety of genres.

● vocabulary of writing: writing process, generating ideas, drafting, revising, editing,

publishing, narrative, opinion, argument, informational text, and key words specific to

each unit.

Students will be able to . . .

● effectively write in various genres (narrative, informative, argumentative, etc.).

● write an introduction that helps readers get interested in and understand the purpose of

their writing.

● use transitional phrases to connect thoughts and ideas and actions within their writing.

● write a conclusion that provides a sense of closure connecting back to the meaning of

piece.

● develop paragraphs in a logical sequence shaped by the genre.


● elaborate using techniques embedded within each genre of writing (narrative,

informational, argumentative, etc.).

● use deliberate word choice to have a desired effect on the audience.

● use correct spelling, punctuation, and grammar.

WRITING WORKSHOP YEAR AT A GLANCE (SUGGESTED)

September – October Unit 1: Narrative Craft

November – mid-December Unit 2: Informational Writing

mid-December – mid-January Unit 3: Informational Writing: Reading, Research, and

Writing in the Content Area

mid-January – mid-February Unit 4: Science APBA

mid-February – March Unit 5: The Research-Based Argument Essay

April Unit 6: Poetry

May – June Unit 7: Shaping Texts: From Essay and Narrative to

Memoir


UNIT 1

Narrative Craft

Unit Goals

At the completion of this unit, students will:

CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and

clear event sequence.

CCSS.ELA-LITERACY.W.5.8 Recall relevant information from experiences or gather

relevant information from print and digital sources;

summarize or paraphrase information in notes and finished

work, and provide a list of sources.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details

in the text, including how characters in a story or drama

respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse

partners on grade 5 topics and texts, building on others’

ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.5.1A Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation and

other information known about the topic to explore ideas

under discussion.

CCSS.ELA-LITERACY.SL.5.1B Follow agreed-upon rules for discussions and carry out

assigned roles.

CCSS.ELA-LITERACY.SL.5.1C Pose and respond to specific questions by making

comments that contribute to the discussion and elaborate on

the remarks of others.

CCSS.ELA-LITERACY.SL.5.1D Review the key ideas expressed and draw conclusions in

light of information and knowledge gained from the

discussions.

CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing

ideas logically and using appropriate facts and relevant,

http://www.corestandards.org/ELA-Literacy/W/5/3/





http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/b/

http://www.corestandards.org/ELA-Literacy/SL/5/1/c/

http://www.corestandards.org/ELA-Literacy/SL/5/1/d/



descriptive details to support main ideas or themes; speak

clearly at an understandable pace.

CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.5.1A Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular

sentences.

CCSS.ELA-LITERACY.L.5.1B Form and use the perfect (e.g., I had walked; I have

walked; I will have walked) verb tenses.

CCSS.ELA-LITERACY.L.5.1C Use verb tense to convey various times, sequences, states,

and conditions.

CCSS.ELA-LITERACY.L.5.1D Recognize and correct inappropriate shifts in verb tense.

CCSS.ELA-LITERACY.L.5.1E Use correlative conjunctions (e.g., either/or, neither/nor).


English capitalization, punctuation, and spelling when

writing.

CCSS.ELA-LITERACY.L.5.2A Use punctuation to separate items in a series.

CCSS.ELA-LITERACY.L.5.2B Use a comma to separate an introductory element from the

rest of the sentence.

CCSS.ELA-LITERACY.L.5.2C Use a comma to set off the words yes and no (e.g., Yes,

thank you), to set off a tag question from the rest of the

sentence (e.g., It’s true, isn’t it?), and to indicate direct

address (e.g., Is that you, Steve?).

CCSS.ELA-LITERACY.L.5.2D Use underlining, quotation marks, or italics to indicate titles

of works.

CCSS.ELA-LITERACY.L.5.2.E Spell grade-appropriate words correctly, consulting

references as needed.

CCSS.ELA-LITERACY.L.5.3 Compare and contrast the varieties of English

(e.g., dialects, registers) used in stories, dramas, or poems.

Unit Essential Questions

How does a narrative writer create an important moment within his/her story?

How does a narrative writer begin a story with a strong lead?

How does the narrative writer show passage of time in complicated ways?


http://www.corestandards.org/ELA-Literacy/L/5/1/a/

http://www.corestandards.org/ELA-Literacy/L/5/1/b/

http://www.corestandards.org/ELA-Literacy/L/5/1/c/

http://www.corestandards.org/ELA-Literacy/L/5/1/d/

http://www.corestandards.org/ELA-Literacy/L/5/1/e/









How does the narrative writer give the reader a sense of closure by connecting the main

part of the story to the ending?

How does the narrative writer show character development throughout the story?

How does the narrative writer use paragraphs to separate parts or times of the story

effectively?

How does the narrative writer develop the heart of story blending description, action,

dialogue and thinking?

How does a narrative writer stretch out the heart of the story?

How does the narrative writer vary sentences to create the pace and tone of the narrative?

How does the narrative writer use author’s craft to bring forth the meaning of the story?

How does a narrative writer use effective spelling, punctuation and grammar?

Scope and Sequence

Narrative Craft, Bend I: Generating Personal Narratives

Prior to Session 1 Teach routines and procedures for Writing Workshop

Prior to Session 1 Write an on-demand true story; plan, draft, revise, edit in one sitting

(45 mins.) (p. 182 Writing Pathways)

Session 1 Bend I: Starting with Turning Points (p. 2)

Session 2 Bend I: Dreaming the Dream of the Story (p. 13)

Session 3 Bend I: Letting Other Authors’ Words Awaken Our Own (p. 24)

Session 4 Bend I: Telling the Story From Inside It (p. 33)

Session 5 Bend I: Taking Stock and Setting Goals (p. 42)

Narrative Craft, Bend II: Moving Through the Writing Process

Rehearsing, Drafting, Revising, Editing

Session 6 Bend II: Flash-Drafting: Putting Our Stories on the Page (p. 54)

Session 7 Bend II: What’s this Story Really About? Redrafting to Bring Out Meaning

(p. 63)

Session 8 Bend II: Bringing Forth the Story Arc (p. 74 )

Session 9 Bend II: Elaborating on Important Parts (p. 85)

Session 10 Bend II: Adding Scenes from the Past and Future (p. 96)

Session 11 Bend II: Ending Stories (p. 106)

Session 12 Bend II: Letter to Teachers: Putting on the Final Touches (p. 115)


Narrative Craft, Bend III: Learning From Mentor Texts

Session 13 Bend III: Reading with a Writer’s Eye (p. 120)

Session 14 Bend III: Taking Writing to the Workbench (p. 129)

Session 15 Bend III: Stretching Out the Tension (p. 139)

Session 16 Bend III: Catching the Action or Image that Produced the Emotion (p. 149)

Session 17 Bend III: Every Character Plays a Role (p. 158)

Session 18 Bend III: Editing: The Power of Commas (p. 167)

Session 19 Bend III: Letter to Teachers: Mechanics (p. 175)

Session 20 Bend III: Reading Aloud Your Writing: A Ceremony of Celebration (p.178)

Session 21 Bend III: Letter to Teachers: Transferring Learning: Applying Narrative

Writing Skills Across the Curriculum (p.185)

After Session 21 Write an on-demand true story; plan, draft, revise, edit in one sitting

(45 mins.) (p. 182 Writing Pathways)

Assured Assessments Student performance on the following assessments will be included in the Trimester 1 standards-

based report card.

Formative Assessments:

1. On-Demand Writing Sample

Students will write a formative 45-minute, on-demand pre-assessment in the narrative genre

(see p. 182 in Writing Pathways for exact wording of prompt). This writing sample will be

without instruction or teacher-provided checklists or graphic organizers. The on-demand is

used to assess what students can do without help.

The student performance rubric is based on the grade 5 narrative writing rubric, which is

found on the Writing Pathways CD-ROM. The rubric has a point system to inform the

teacher of the student’s current level of achievement. This will help teachers plan for

differentiation during the unit.

2. Students’ writing samples should be located in their Writer’s Notebooks, and should be used

to identify individual teaching points for conferring and as a record of student growth over

the course of the unit.


Summative Assessment:


Students will write a summative 45-minute, on-demand post-assessment in the narrative

genre (see p. 182 in Writing Pathways for exact wording of prompt) with no additional

teacher input. The on-demand is used to assess what students can do without help.

The student performance rubric is based on the grade 5 rubric for narrative writing and is


teacher of the student’s current level of achievement. Comparing the pre- and post-

assessment will demonstrate individual student growth.

2. Students will choose a story to bring to publication as a second summative assessment. The

student performance rubric is based on the grade 5 learning progression and is found on the

CD-ROM. The rubric has a point system to inform the teacher of the student’s current level

of achievement. This assessment will also demonstrate individual student mastery of

strategies and skills.

3. Writer’s Notebook and published pieces

Resources

Core

Eleven and Papa Who Wakes up Tired in the Dark by Sandra Cisneros

Narrative Craft by Lucy Calkins and Alexandra Marron

Resources for Teaching Writing: Units of Study in Opinion, Information and Narrative

Writing CD-ROM

5th

-grade narrative rubric (on CD-ROM)

5th

-grade narrative checklist (p. 191 Writing Pathways) Supplemental

Teacher-selected narrative texts

Time Allotment

September – October (approximately 25 workshop sessions)


UNIT 2 Informational Writing

Unit Goals


CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and

convey ideas and information clearly.

CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use several sources to

build knowledge through investigation of different aspects

of a topic.









CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain

how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or

more individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific information in

the text.

CCSS.ELA-LITERACY.RI.5.5 Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in two or more texts.

CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question

quickly or to solve a problem efficiently.








under discussion.













assigned roles.






discussions.





sentences.




and conditions.





writing.









of works.

CCSS.ELA-LITERACY.L.5.2E Spell grade-appropriate words correctly, consulting





















CCSS.ELA-LITERACY.L.5.6 Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases,

including those that signal contrast, addition, and other

logical relationships (e.g., however, although, nevertheless,

similarly, moreover, in addition).


How does an informational writer use his/her writing to teach about a subject?

How does an informational writer get the reader interested in the topic?

How does an informational writer get the reader to understand the subject by using

subtopics and sequence?

How does an informational writer use words to convey new ideas with grade-level

vocabulary?

How does an informational writer end his/her writing to restate the main points and keep

the reader thinking about the topic?

How does an informational writer show a variety of information such as examples,

details, dates and quotes to elaborate his/her writing?

How does an informational writer give credit to sources used in his/her writing?

How does an informational writer effectively use key vocabulary or terms related to the

topic?

How does an informational writer use effective spelling, punctuation, and grammar?

Scope and Sequence

Lens of History, Bend I : Writing Flash Drafts of Westward Expansion

Prior to Session 1

Write an informational text that teaches others interesting and important

information and ideas about the topic; plan, draft, revise, edit in one

sitting (45 mins.) (p.128 Writing Pathways)

Session 1 Bend I: Organizing for the Journey Ahead (p. 2)

Session 2 Bend I: Writing Flash Drafts (p.12)

Session 3 Bend I: Note-Taking and Idea-Making for Revision (p. 20)

Session 4 Bend I: Writers of History Pay Attention to Geography (p. 30)

Session 5 Bend I: Writing to Think (p. 40)

Session 6 Bend I: Writers of History Draw on an Awareness of Timelines (p. 51)

Session 7 Bend I: Letter to Teachers: Assembling and Thinking About Information

(p. 61)

Session 8 Bend I: Redrafting our Research Reports (p. 64)



Session 9 Bend I: Letter to Teachers: Celebrating and Reaching Toward New Goals

(p. 73)

Lens of History, Bend II: Writing Focused Research Reports that Teach and Engage

Readers

Session 10 Bend II: Drawing Inspiration from Mentor Texts (p. 80)

Session 11 Bend II: Primary Source Documents (p. 89)

Session 12 Bend II: Letter to Teachers: Organizing Information for Drafting (p.100)

Session 13 Bend II: Finding a Structure to Let Writing Grow Into (p. 104)

Session 14 Bend II: Finding Multiple Points of View (p. 114)

Session 15 Bend II: Creating Cohesion (p. 122)

Session 16 Bend II: Using Text Features To Write Well (p. 128)

Session 17 Bend II: Crafting Introductions and Conclusions (p. 136)

Session 18 Bend II: Letter to Teachers: Mentor Texts Help Writers Revise (p. 143)

Session 19 Bend II: Adding Information Inside Sentences (p.100)

Session 20 Bend II: Letter to Teachers: Celebration (p.153)

After Session 20





based report card. Those completed by the end of November will be included in the Trimester 1

report card.



Students will write a formative 45-minute, on-demand pre-assessment in the informational

genre (see p. 128 in Writing Pathways for exact wording of prompt). This writing sample

will be without instruction or teacher-provided checklists or graphic organizers. The on-

demand is used to assess what students can do without help.

The student performance rubric is based on the grade 5 informational writing rubric, which is





2. Students’ writing samples should be located in their Writer’s Notebooks, and should be used



Summative Assessments:


Students will write a summative 45-minute, on-demand post-assessment in the informational



The student performance rubric is based on the grade 5 rubric for informational writing and

is found on the CD-ROM. The rubric has a point system to inform the teacher of the

student’s current level of achievement. Comparing the pre- and post-assessment will

demonstrate individual student growth.

2. Students will choose a piece to bring to publication as a second summative assessment. The






Resources

Core

Who Settled the West? by Bobbie Kalman

The Lens of History by Lucy Calkins and Alexandra Marron

Writing Pathways by Lucy Calkins


Writing CD-ROM

5th

-grade informational rubric (on CD-ROM)

5th

-grade information checklist (p. 191 Writing Pathways)

Supplemental

Teacher-selected informational texts

Time Allotment

November – mid-December (approximately 25 workshop sessions)


UNIT 3 Informational Writing: Reading, Research, and Writing in the Content Area

Unit Goals






of a topic.














the text.










under discussion.


assigned roles.

















discussions.





sentences.




and conditions.





writing.









of works.



























How does an informational writer research a topic to teach others?

How does an informational writer find important and interesting facts, details, dates and

quotes to elaborate his/her writing?

How does an informational writer determine important and interesting information on

his/her topic?

How does an informational writer organize and sequence information?

How does an informational writer take notes and paraphrase research?

How does an informational writer give credit to sources of research used in the writing?

Scope and Sequence

If . . . Then . . . Curriculum, Bend I: Write to Develop Expertise and Grow Ideas

Sessions 1 & 2

Bend I: Immerse Writers with Nonfiction Texts (Mentor Text) (p. 33)

Preview various forms of nonfiction materials

Introduction of text structures

Highlight interesting parts of text

Sessions 3 -5

Bend I: Demonstrate how writers capture new learning in notebooks to

grow ideas (pp. 33-34)

Introduce observational writing

Sketching with labels and captions

Main Ideas and Details – boxes and bullets

Lens of History, Bend II: Write to Develop a Research Base of Knowledge and

Deepen Our Expertise in a Topic

Session 1

Bend II: Inspire writers to expand learning by writing notes, observations

and questions (generate who, what, where, when, how, and why questions

about the topic) (p. 35)

Session 2 Bend II: Guide students as they capture thoughts and realizations about

new learning (boxes and bullets, graphic organizers, subtopics) (pp. 35-36)

Sessions 3-4 Bend II: Help students organize and prioritize new information

(determining importance, categorizing, citing and referencing) (p. 37)

Session 5 Bend II: Demonstrate how to use your own words to record new learning

(paraphrasing) (p. 37)



Bend III: Study Mentors and Write Drafts of Research Reports

Sessions 1-5 Bend III: Teach students to organize information into chapters (p. 38)

Resources

Core

If . . . Then . . . Curriculum text

Supplemental

Teacher-selected mentor texts

Time Allotment

mid-December – mid-January (approximately 15 workshop sessions)


UNIT 4

Science APBA

From Mid-January through Mid-February, grade 5 students will participate in the research

writing process of the Science Assured Performance-Based Assessment (APBA).

UNIT 5

The Research-Based Argument Essay

Unit Goals


CCSS.ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point

of view with reasons and information.

CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the

development and organization are appropriate to task,

purpose, and audience.



of a topic.





CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text

says explicitly and when drawing inferences from the text.









under discussion.


assigned roles.
















discussions.

CCSS.ELA-LITERACY.SL.5.3 Summarize the points a speaker makes and explain how

each claim is supported by reasons and evidence.





sentences.




and conditions.




of works.




How does an argumentative writer develop a claim for a topic?

How does an argumentative writer provide reasons and evidence to support the claim?

How does an argumentative writer get the reader to care about his/her opinion?

How does an argumentative writer use transition words and phrases to connect evidence

back to reasons?

How does an argumentative writer create a conclusion in which his/her ideas are

connected back to and highlight the main ideas of the text?

How does an argumentative writer group information sequentially into paragraphs to

prove the reasons and claims?

How does an argumentative writer include evidence such as facts, examples, quotations,

micro-stories and information to support a claim?

How does an argumentative writer effectively use deliberate word choices and precise

phrases (metaphor, images) to support the claim?












How does an informational writer use effective spelling, punctuation and grammar?

Scope and Sequence

Bend I: Establishing and Supporting Positions

Prior to Session 1

Write an opinion or argument text in which you will write your opinion or

claim and tell reasons why you feel that way; plan, draft, revise, edit in one

sitting (45 mins.) (p. 86 Writing Pathways)

Session 1 Bend I: Investigating to Understand an Argument (p. 2)

Session 2 Bend I: Flash – Draft Arguments (p. 15)

Session 3 Bend I: Using Evidence to Build Arguments (p. 27)

Session 4 Bend I: Using Quotations to Bolster an Argument (p. 39)

Session 5 Bend I: Letter to Teachers: Redrafting to Add More Evidence (p. 49)

Session 6 Bend I: Balancing Evidence With Analysis (p. 56)

Session 7 Bend I: Letter to Teachers: Signed, Sealed, Delivered (p. 66)

Bend II: Building Powerful Arguments

Session 8 Bend II: Bringing Arguments Up a Notch (p. 72)

Session 9 Bend II: Bringing a Critical Perspective to Writing (p. 83)

Session 10 Bend II: Rehearsing the Whole, Refining a Part (p. 95)

Session 11 Bend II: Rebuttals, Responses, and Counterclaims (p. 105)

Session 12 Bend II: Evaluating Evidence (p. 117)

Session 13 Bend II: Appealing to the Audience (p. 129)

Session 14 Bend II: Letter to Teachers: A Mini Celebration: Panel Presentations,

Reflections, and Goal Setting (p. 141)

Session 15 Bend II: Letter to Teachers: Argument Across the Curriculum (p. 147)

Bend III: Writing for Real-Life Purposes and Audiences

Session 16 Bend III: Taking Opportunities to Stand and Be Counted (p. 154)

Session 17 Bend III: Everyday Research (p. 164)


Session 18

Bend III: Letter to Teachers: Taking Stock and Setting Writing Task

(p. 173)

Session 19 Bend III: Letter to Teachers: Using All You Know from Other Types of

Writing to Make Your Arguments More Powerful (p. 177)

Session 20 Bend III: Evaluating the Validity of Your Argument (p. 184)

Session 21 Bend III: Paragraphing Choices (p. 193)

Session 22 Bend III: Letter to Teachers: Celebration: Taking Positions, Developing

Stances (p. 201)

After Session 22




Assured Assessments

Student performance on the following assessments will be included in the Trimester 2 standards-

based report card.



Students will write a formative 45-minute, on-demand pre-assessment in the

argumentative/opinion genre (see p. 86 in Writing Pathways for exact wording of prompt).

This writing sample will be without instruction or teacher-provided checklists or graphic

organizers. The on-demand is used to assess what students can do without help.

The student performance rubric is based on the grade 5 argumentative/opinion writing rubric,

which is found on the Writing Pathways CD-ROM. The rubric has a point system to inform

the teacher of the student’s current level of achievement. This will help teachers plan for


2. Students’ writing samples should be located in their Writer’s Notebook, and should be used

to identify individual teaching points for conferring



Students will write a summative 45-minute, on-demand post-assessment in the

argumentative/opinion genre (see p. 86 in Writing Pathways for exact wording of prompt)

with no additional teacher input. The on-demand is used to assess what students can do

without help.

The student performance rubric is based on the grade 5 rubric for argumentative/opinion

writing and is found on the CD-ROM. The rubric has a point system to inform the teacher of

the student’s current level of achievement. Comparing the pre- and post-assessment will









Resources

Core

The Research-Based Argument Essay by Lucy Calkins and Alexandra Marron



Writing CD-ROM

5th

-grade opinion rubric (on CD-ROM)

5th

-grade opinion checklist (p. 95 Writing Pathways)

Supplemental

Teacher- and student-selected mentor texts

Time Allotment

mid-February – March (approximately 24 workshop sessions)


UNIT 6 Poetry

In April, grade 5 students will participate in reading and writing poetry as well as preparing

discretely for the Smarter Balanced assessment in literacy.

UNIT 7 Shaping Texts: From Essay and Narrative to Memoir

Unit Goals




CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and

clear event sequences.




CCSS.ELA-LITERACY.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.





CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details

in the text, including how characters in a story or drama

respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g.,

mysteries and adventure stories) on their approaches to

similar themes and topics.

CCSS.ELA-LITERACY.RL.5.10 By the end of the year, read and comprehend literature,

including stories, dramas, and poetry, at the high end of the

grades 4-5 text complexity band independently and

proficiently.












discussions.



CCSS.ELA-LITERACY.L.5.1. Explain the function of conjunctions, prepositions, and


sentences.




and conditions.





writing.









of works.






How does a writer create an important moment within his/her story?

How does a writer begin a story with a strong lead?

How does the writer show passage of time in complicated ways?















How does the writer give the reader a sense of closure by connecting the main part of the

story to the ending?

How does the writer show character development throughout the story?

How does the writer use paragraphs to separate parts or times of the story effectively?

How does the writer develop the heart of story blending description, action, dialogue and

thinking?

How does a writer stretch out the heart of the story?

How does the writer very sentences to create the pace and tone of the narrative?

How does the writer use author’s craft to bring forth the meaning of the story?

How does a writer use effective spelling, punctuation and grammar?

Scope and Sequence

Bend I: Generating Ideas about Our Lives and Finding Depth in the Moments We Choose

Prior to Session 1


information and ideas about that topic; plan, draft, revise, edit in one


Session 1 Bend I: What Makes a Memoir? (p. 2)

Session 2 Bend I: Interpreting the Comings and Goings in Life (p. 11)

Session 3 Bend I: Writing Small about Big Topics (p. 19)

Session 4 Bend I: Reading Literature to Inspire Writing (p. 28)

Session 5 Bend I: Choosing a Seed Idea (p. 37)

Session 6 Bend I: Expecting Depth from Your Writing (p. 47)

Bend II: Structuring, Drafting, and Revising a Memoir: Shaping Texts

Session 7 Bend II: Studying and Planning Structures (p. 58)

Session 8 Bend II: The Inspiration to Draft (p. 67)

Session 9 Bend II: Letter to Teachers: Becoming Your Own Teacher (p. 77)

Session 10 Bend II: Revising the narrative portion of a Memoir (p. 81)


Session 11 Bend II: Editing for Voice (p. 91)

Bend III: A Second Memoir

Session 12 Bend III: Seeing Again, with New Lenses: Interpreting Your Own Story

(p. 96)

Session 13 Bend III: Letter to Teachers: Flash-Drafting (p. 104)

Session 14 Bend III: Revising the Expository Portions of a Memoir (p. 108)

Session 15 Bend III: Reconsidering the Finer Points (p. 118)

Session 16 Bend III: Reading Your Draft and Drawing on All You Know to Revise

(p. 127)

Session 17 Bend III: Metaphors Can Convey Big Ideas (p. 139)

Session 18 Bend III: Editing to Match Sound to Meaning (p.147)

Session 19 Bend III: Letter to Teachers: An Author’s Final Celebration: Placing Our

Writing in the Company of Others (p. 155)

After Session 19


information and ideas about that topic; plan, draft, revise, edit in one


Assured Assessments


based report card.




genre (see p. 128 of Writing Pathways for exact wording of prompt). This writing sample



The student performance rubric is based on the grade 5 informational writing rubric which is



differentiation during the unit. 2. Students’ writing samples should be located in their Writer’s Notebooks, and should be used

to identify individual teaching points for conferring.







The student performance rubric is based on the grade 5 rubric for informational and is found

on the CD-ROM. The rubric has a point system to inform the teacher of the student’s current

level of achievement. Comparing the pre- and post-assessment will demonstrate individual

student growth.







Resources

Core

Shaping Texts From Essay and Narrative to Memoir by Lucy Calkins and Alexandra

Marron



Writing CD-ROM

5th


5th

-grade narrative checklist (p. 191 Writing Pathways)

Supplemental

Teacher-selected mentor texts

Time Allotment

May – June (approximately 21 workshop sessions)


CURRENT REFERENCES

Calkins, Lucy. Units of Study in Opinion, Information, and Narrative Writing. Portsmouth, NH:

Heinemann. 2013. Print.

ASSURED STUDENT PERFORMANCE RUBRICS

Refer to Units of Study CD-ROM or Writing Pathways



GRADE 5 WRITING

2016

REVISION OF UNIT 2

NOVEMBER 7, 2016

Grade 5 Writing Draft for Pilot 2016 2 REVISION OF UNIT 2 / NOVEMBER 7, 2016

UNIT 2 Informational Writing:

The If . . . Then . . . Feature Article based on Personal Expertise

Unit Goals






of a topic.














the text.
























under discussion.


assigned roles.






discussions.





sentences.




and conditions.





writing.
























of works.
















vocabulary?







topic?


Scope and Sequence

If . . . Then . . . Feature Article, Bend I

Prior to Session 1

Tell students that tomorrow they will write an informational text that

teaches others interesting and important information and ideas about a

topic; they will plan, draft, revise, edit in one sitting (45 mins.).

Unlike for the narrative on-demand, students can bring in materials if

they decide to use them for this writing. Teachers can create a chart of

possible topics and leave it up in the classroom as well. Teachers can also

check in with the school librarian for relevant/appropriate library media

resources to be made available on the school website (for access on






student Chromebooks) or in the classroom.

Session 1




Session 2

Bend I: Through reading lessons, students should access Destiny or other

websites via their Chromebooks to explore possible topics for their

informational articles. They may also bring in information on topics of

personal interest.

Session 3

Bend I: Students should brainstorm potential topics for their

informational writing, focusing on big categories from the information

gathered.

Session 4

Bend I: Students should meet in small groups to discuss their topics to see

if they work in terms of there being enough information available to write

on each particular topic.

Session 5 Bend I: Teacher should model note-taking lesson. See Grade 4 Unit 3

Session 10 (p. 87), with the Boxes and Bullets handout.

Session 6 Bend I: Students should continue independent note-taking.

Session 7 Bend I: Students should continue independent note-taking.

If . . . Then . . . Feature Article, Bend II: Draft and Revise in Ways That Teach Others

Session 8

Bend II: Students should plan and organize to consider different ways a

topic can be divided. Teacher should use mentor text to model different

ways informational writing can be organized. Suggestions: Extreme

Earth, Life in the Rainforest, The Seashore, or any nonfiction book from

school or classroom libraries.

Sessions 9 & 10

Bend II: Students should develop topic sentences, headings, and sub-

headings for their writing. Teacher may consider using Life in the

Rainforest as a mentor text. The teacher may also consider exploring the

author’s use of metaphor and figurative language, quotes, and/or sayings

in headings and sub-headings.

Session 11 Bend II: Students should elaborate their writing using text features and


anecdotes. Teacher may consider using p. 23 of Life in the Rainforest

(micro-narrative stories) or any other mentor text.

Sessions 12 & 13

Bend II: Students should develop their writing using examples. Teacher

should consider generating a chart with methods used by informational

writers (e.g., elaborating with concrete facts, anecdotes, lists,

comparisons, important terms, definitions, descriptions). Anchor chart

sticky notes for informational writing can be found under “Lens of

History.”

Sessions 14 & 15

Bend II: Students should develop their use of linking words and phrases

to help connect pieces of information. Teacher may consider using

Wildfires and Earthquakes as a mentor text.

Session 16 Bend II: Students should fact-check their writing, rereading their text for

informational accuracy.

Section 17 Bend II: Students should work on their introductions.

Session 18 Bend II: Students should work on their conclusions.

Session 19

Bend II: Teachers should schedule a day for librarians to work with

students on proper crediting of sources. This may be done as early as

after Session 16 when students have collected all of their information for

their writing, or as late as before Session 24 when students are publishing

their work.

If . . . Then . . . Feature Article, Bend III: Revise, Format, and Edit to Best Teach Readers

Session 20

Bend III: Students should add specifics to make their work better,

including using the information checklist to consider their audience, to

group information into appropriate categories (topics and subtopics), and

to move from general information to more specific details.

Session 21 Bend III: Students should work in mentor partnerships, with partners

reading as readers using Post-Its with questions prompting elaboration.

Session 22

Bend III: Students should strengthen their text features to improve

readers’ comprehension of their topic, paying attention to relevant

features of mentor texts.


Sessions 23 & 24

Bend III: Students should edit their work for punctuation, grammar,

spelling, and proper transition words, and then publish their work.

Note: Teacher should tell students that tomorrow they will write an

informational text that teaches others interesting and important

information and ideas about a topic; they will plan, draft, revise, edit in

one sitting (45 mins.).

Unlike for the narrative on-demand, students can bring in materials if

they decide to use them for this writing. Teachers can create a chart of

possible topics and leave it up in the classroom as well. Teachers can also

check in with the school librarian for relevant/appropriate library media

resources to be made available on the school website (for access on

student Chromebooks) or in the classroom.

After Session 24





based report card. Those completed by the end of November will be included in the Trimester 1

report card.




genre (see p. 128 in Writing Pathways for exact wording of prompt). This writing sample



The student performance rubric is based on the grade 5 informational writing rubric, which is



differentiation during the unit. 2. Students’ writing samples should be located in their Writer’s Notebooks, and should be used



















Resources

Core

Who Settled the West? by Bobbie Kalman

The Lens of History by Lucy Calkins and Alexandra Marron



Writing CD-ROM

5th


5th

-grade information checklist (p. 191 Writing Pathways)

Supplemental

Teacher-selected informational texts

Time Allotment

mid-November – December (approximately 25 workshop sessions)



GRADE 5 WRITING

2016-17

REVISION OF UNIT 3

JANUARY 6, 2017

Grade 5 Writing Draft for Pilot 2016-17 2 REVISION OF UNIT 3 / JANUARY 6, 2017

UNIT 3 The Research-Based Argument Essay

Unit Goals









of a topic.





CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text

says explicitly and when drawing inferences from the text.









under discussion.


assigned roles.






discussions.



















sentences.




and conditions.




of works.




How does an argumentative writer develop a claim for a topic?

How does an argumentative writer provide reasons and evidence to support the claim?

How does an argumentative writer get the reader to care about his/her opinion?

How does an argumentative writer use transition words and phrases to connect evidence

back to reasons?

How does an argumentative writer create a conclusion in which his/her ideas are

connected back to and highlight the main ideas of the text?

How does an argumentative writer group information sequentially into paragraphs to

prove the reasons and claims?

How does an argumentative writer include evidence such as facts, examples, quotations,

micro-stories and information to support a claim?

How does an argumentative writer effectively use deliberate word choices and precise

phrases (metaphor, images) to support the claim?

How does an argumentative writer use effective spelling, punctuation and grammar?










Scope and Sequence

Bend I: Establishing and Supporting Positions

Prior to Lesson 1




Note: The correct wording of the prompt is on the final page of this Unit 4

document, and is also on the internal TPS Google repository.

Lesson 1

Session 1: Investigating to Understand an Argument (p. 2)

Note: When students are taking notes during the link activity, have them

include the source on the back of each sticky note.

Note: On p. 127 is a helpful explanation that you will use throughout the

unit.

Lesson 2 Session 2: Flash – Draft Arguments (p. 15)

Note: The graphic organizer should be used when writing the flash draft.

Lesson 3

Session 3: Using Evidence to Build Arguments (p. 27)

Note: The focus should be incorporating evidence; students are learning

the difference between common knowledge and specific text evidence.

Lesson 4

Session 4, Day 1: Using Quotations to Bolster an Argument (p. 39)

Note: The focus today should be getting quotes from research and how and

use to use them.

Lesson 5

Session 4, Day 2: Using Quotations to Bolster an Argument (p. 39)

Note: The focus today should be how to use transitional phrases to

incorporate quotes into writing.

Lesson 6 Session 5, Day 1: Letter to Teachers: Redrafting to Add More Evidence

(p. 49)

Lesson 7

Session 5, Day 2: Letter to Teachers: Redrafting to Add More Evidence

(p. 49)

Note: The conferring and small-group work from Lesson 6 should be

continued.

Lesson 8 Session 6: Balancing Evidence With Analysis (p. 56)

Lesson 9 Session 7, Day 1: Letter to Teachers: Signed, Sealed, Delivered (p. 66)


Lesson 10

Session 7, Day 2: Letter to Teachers: Signed, Sealed, Delivered (p. 66)

Note: The conferring and small-group work from Lesson 8 should be

continued, including the review of the opinion checklist. The

introduction/review of conventions (see p. 68) should be included.

Bend II: Building Powerful Arguments

Lesson 11 Session 8: Taking Arguments Up a Notch (p. 72)

Lesson 12 Session 9, Day 1: Bringing a Critical Perspective to Writing (p. 83)

Lesson 13

Session 9, Day 2: Bringing a Critical Perspective to Writing (p. 83)

Note: The focus today should be sharing, and the value of students

reviewing their earlier work.

Lesson 14 Session 10, Day 1: Rehearsing the Whole, Refining a Part (p. 95)

Lesson 15

Session 10, Day 2: Rehearsing the Whole, Refining a Part (p. 95)

Note: The focus of the lesson today should be structuring the essay’s

introduction with the class; then students should work on their

introductions (see homework p. 104). Expect to spend longer than usual on

the share section of workshop during today’s class.

Lesson 16

Session 11: Rebuttals, Responses, and Counterclaims (p. 105)

Note: Counterclaim is a higher-grade-level skill (grade 7 in the Connecticut

Core Standards). However, please expose students to it; although it is not a

requirement for the rubric, some students may be able to use a counterclaim

in this piece. See pp. 114-15; Jack’s essay can expose students to

counterclaim, and they may be able to identify it.

Lesson 17

Session 12: Evaluating Evidence (p. 117)

Note: The focus should be students on opposite sides of a topic sharing

their writing with each other so they hear a counterclaim. They may also

ask questions to help the writer.

Lesson 18 Session 13: Appealing to the Audience (p. 129)

Lesson 19 Session 14: Letter to Teachers: A Mini Celebration: Panel Presentations,

Reflections, and Goal Setting (p. 141)

Lesson 20 Session 15: Letter to Teachers: Argument Across the Curriculum (p. 147)



Lesson 21

Session 16: Taking Opportunities to Stand and Be Counted (p. 154)

Note: The focus should be students using skills to argue for things that

matter to them; they should spend time generating topics.

Lesson 21

Session 17, Day 1: Everyday Research (p. 164)

Note: As writers discover and share information from their surroundings,

they are thoughtful and deliberate as they decide what to include and how

to include it. See the share on p. 166: the story of Donald Graves

encouraging students to use primary source documents.

Lesson 22

Session 17, Day 2: Everyday Research (p. 164)

Note: Students should continue to collect information using different

sources (including primary and non-print sources).

Lesson 23

Session 18: Letter to Teachers: Taking Stock and Setting Writing Tasks

(p. 173)

Note: Writers move toward a deadline and “take stock” of their drafts. You

should ask students to consider the following:

Have I added quotes?

Have I added my thinking to my evidence?

Do I have an introduction and a conclusion?

Have students use the checklist to evaluate their own writing.

Lesson 24

Session 19: Letter to Teachers: Using All You Know from Other Types of

Writing to Make Your Arguments More Powerful (p. 177)

Note: Storytelling can be a persuasive technique and can be seen through

small moments, dialogue, and micro-stories. Encourage students to “use

everything you have learned from other types of writing to reach your

audience.”

Lesson 25

Session 20: Evaluating the Validity of Your Argument (p. 184)

Note: The focus should be evaluating word choices. “Persuasive writers

word and present their evidence in a way that is incontestable. One way

they do this work is make sure they are not presenting specific evidence for

all times and occasions – unless it is.” To achieve this focus, use the anchor

charts on pp. 187-88.

Lesson 26 Session 21: Paragraphing Choices (p. 193)

Lesson 27 Session 22: Letter to Teachers: Celebration: Taking Positions, Developing

Stances (p. 201)


After Lesson 27




Note: The correct wording of the prompt is on the final page of this Unit 4

document, and is also on the internal TPS Google repository.

Assured Assessments


based report card.



Students will write a formative 45-minute, on-demand pre-assessment in the

argumentative/opinion genre (see p. 86 in Writing Pathways for exact wording of prompt).

This writing sample will be without instruction or teacher-provided checklists or graphic

organizers. The on-demand is used to assess what students can do without help.

The student performance rubric is based on the grade 5 argumentative/opinion writing rubric,

which is found on the Writing Pathways CD-ROM. The rubric has a point system to inform

the teacher of the student’s current level of achievement. This will help teachers plan for






Students will write a summative 45-minute, on-demand post-assessment in the

argumentative/opinion genre (see p. 86 in Writing Pathways for exact wording of prompt)

with no additional teacher input. The on-demand is used to assess what students can do

without help.

The student performance rubric is based on the grade 5 rubric for argumentative/opinion

writing and is found on the CD-ROM. The rubric has a point system to inform the teacher of

the student’s current level of achievement. Comparing the pre- and post-assessment will









Resources

Core

The Research-Based Argument Essay (Grade 5, Unit 4)



Writing CD-ROM

5th

-grade opinion rubric (on CD-ROM)

5th

-grade opinion checklist (p. 95 Writing Pathways)

Supplemental


Time Allotment

mid-January – March (approximately 28 workshop sessions)


Grades 3-5 Persuasive/Opinion Writing On-Demand Prompt

This wording is taken from pp. 21-22 of Writing Pathways.

Day before writing, say:

“Think of a topic or issue that you know a lot about or that you have strong feelings about.

Tomorrow, you will have 45 minutes to write an opinion or argument text in which you will

write your opinion or claim and tell reasons why you feel that way. Use everything you know

about essays, persuasive letters, and reviews to do this. If you want to find information from a

book or another outside source, you may bring that information (notes, not the book or source

itself) with you tomorrow. Please keep in mind that you’ll have 45 minutes to complete this, so

you will need to plan, draft, revise, and edit in one sitting.”

Day of writing, say:

“Think of a topic or issue that you know a lot about or that you have strong feelings about. You

will 45 minutes to write an opinion or argument text in which you will write your opinion or

claim and tell reasons why you feel that way. Use everything you know about essays,

persuasive letters, and reviews to do this. Please keep in mind that you’ll have 45 minutes to

complete this, so you will need to plan, draft, revise, and edit in one sitting.

In your writing make sure you:

Write a beginning for your piece and give your opinion

Name reasons to show why you have that opinion

Give evidence (details, facts, examples) to prove your reasons

Use transition words to show how parts of your writing fit together

Write an ending for your piece.”

Grade 5 Writing Draft for Pilot 2016-17 1 REVISION OF UNIT 4 / FEBRUARY 13, 2017



GRADE 5 WRITING

2016-17

REVISION OF UNIT 4

FEBRUARY 13, 2017


UNIT 4 Informational Writing: Bringing History to Life

Unit Goals






of a topic.














the text.
























under discussion.


assigned roles.






discussions.





sentences.




and conditions.





writing.
























of works.
















vocabulary?







topic?


Scope and Sequence

Prior to Unit

This grade 4 unit, “Bringing History to Life,” focuses on a topic aligned

with our social studies curriculum. To help understand the focus of this

unit at a fifth-grade level, please see the chart on p. 121 of the grade 5 unit

“The Lens of History”: “What Makes This Powerful Information Writing?”

Also see the chart on p. 143 of this “Bringing History to Life” unit:

“Methods for Writing Powerful History Stories.”

Bend I: Informational Books: Making a Conglomerate of Forms

Prior to Lesson 1 Note: There is no pre-assessment for this unit, as a pre-assessment was






done prior to Unit 2, “Informational Writing: The If . . . Then . . . Feature

Article based on Personal Experience.” However, there will be a post-

assessment on-demand for this unit.

Lesson 1

Session 1 Day 1: Getting the Sense of Informational Books (p. 2)

Note: Although students will begin note-taking, how to effectively take

notes will be revisited later in the unit. See Session 10 (p. 87), for example.

Lesson 2

Session 1 Day 2: Getting the Sense of Informational Books (p. 2)

Note: The focus today should be reviewing note-taking strategies and

allowing students to take notes for the remainder of the time. See p. 13.

Note-taking will happen in school. See homework described on p. 13.

Today you should also introduce the timeline on pp. 58-59 of The

Revolutionary War by Josh Gregory.

Lesson 3 Session 2: Planning the Structure of Writing (p. 14)

Lesson 4 Session 3 Day 1: Planning and Writing with Greater Independence (p. 22)

Lesson 5

Session 3 Day 2: Planning and Writing with Greater Independence (p. 22)

Note: The focus today should be the mid-workshop teaching point:

researching for all sections.

Lesson 6 Session 4, Day 1: Teaching as a Way to Rehearse for Information Writing

(p. 30)

Lesson 7

Session 4, Day 2: Teaching as a Way to Rehearse for Information Writing

(p. 30)

Note: Students should write for 30 minutes for homework. See p. 37.

Lesson 8 Session 5, Day 1: Elaboration: The Details that Let People Picture What

Happened Long Ago and Far Away (p. 38)

Lesson 9

Session 5, Day 2: Elaboration: The Details that Let People Picture What


Note: The focus today should be the share, research, and introducing the

homework (brainstorming).

Lesson 10

Session 5, Day 3: Elaboration: The Details that Let People Picture What


Note: The focus today should be continuing research.

Lesson 11 Session 6, Day 1: Bringing Information Alive: Stories inside Nonfiction


Texts (p. 47)

Note: At the end of three days starting today, students will have written a

narrative micro-story.

Lesson 12

Session 6, Day 2: Bringing Information Alive: Stories inside Nonfiction

Texts (p. 47)

Note: The focus today should be the share. See p. 54.

Lesson 13

Session 6, Day 3: Bringing Information Alive: Stories inside Nonfiction

Texts (p. 47)

Note: The focus today should be introducing and beginning the homework.

See p. 55.

Lesson 14 Session 7, Day 1: Essays within Information Texts (p. 56)

Lesson 15

Session 7, Day 2: Essays within Information Texts (p. 56)

Note: The focus today should be continuing writing the essay, focusing on

transition words.

Lesson 16 Session 7, Day 3: Essays within Information Texts (p. 56)

Note: The focus today should be the checklist.

Lesson 17

Session 8: Letter to Teachers: Taking Stock and Setting Goals (p. 67)

Note: Students are not publishing at this point. Each student has a draft of

his/her all-about topic, focused subtopic, narrative micro-story, and essay.

Bend II: Writing with Greater Independence

Lesson 18

Session 9: Writers Plan for Their Research (p. 76)

Note: Be sure to read carefully p. 79, the chart entitled “Getting Ready to

Write an Informational Book,” and the added bullet points to #5. The focus

is a revision of the book created in Bend I, not a new book.

Lesson 19

Session 10: The Intense Mind-Work of Note-Taking (p. 87)

Note: The focus today should be a review of note-taking. Note-taking can

be refocused because of the better understanding students now have of their

topics. Be sure to read carefully the mid-workshop teaching point; it is

important for students to ramp up their research and note-taking.

Lesson 20

Session 11: Letter to Teachers: Drafting Is Like Tobogganing: First the

Preparation, the Positioning . . . Then the Whooosh! (p. 97)

Note: Students will have already drafted. See p. 98, “Suggestions for

Drafting,” and interpret those as suggestions to give for revising.


Lesson 21

Session 12: Developing a Logical Structure Using Introductions and

Transitions (p. 102)

Note: The focus today should be the writer as tour guide taking the reader

through his/her book in a logical way. Focus on the charts on p. 112.

Lesson 22 Session 13 Day 1: Text Features: Popping Out the Important Information

(p. 113)

Lesson 23

Session 13 Day 2: Text Features: Popping Out the Important Information

(p. 113)

Note: The focus today should be students continuing to research what their

text features will highlight and where the text features will be located in

their texts.

Lesson 24 Session 14 Day 1: Quotations Accentuate Importance: Voices Chime In to

Make a Point (p. 124)

Lesson 25

Session 14 Day 2: Quotations Accentuate Importance: Voices Chime In to


Note: The focus today should be continuing looking at quotes to determine

where they will have the biggest impact in the essay.

Lesson 26

Session 14 Day 3: Quotations Accentuate Importance: Voices Chime In to


Note: The focus today should be giving credit to the source of a quote by

using connecting phrases. See p. 134.

Lesson 27

Session 15 Day 1: Letter to Teachers: Using All We Know to Craft Essay

and Narrative Sections (p. 135)

Note: This is an opportunity to revisit narrative.

Lesson 28



Note: The focus today should be revising the earlier narrative.

Lesson 29



Note: The focus today should be revising the essay to ensure it contains a

variety of evidence.

Lesson 30 Session 16 Day 1: The Other Side of the Story (p. 140)

Note: Each student should take the opposite point of view of his/her


narrative micro-story; see chart on p. 143.

Lesson 31

Session 16 Day 2: The Other Side of the Story (p. 140)

Note: Today, please reference the charts on p. 148: “Questions Writers Ask

When Considering Another Perspective” and “Methods for Writing

Powerful History Sources.”

Lesson 32

Session 16 Day 3: The Other Side of the Story (p. 140)

Note: The focus today should be research for supporting details; students

will have narrative micro-stories from two different perspectives.

Lesson 33

Session 17 Day 1: Letter to Teachers: Self-Assessment and Goal Setting:

Taking on New Challenges (p. 151)

Note: The focus today should be reviewing the checklist.

Lesson 34

Session 17 Day 2: Letter to Teachers: Self-Assessment and Goal Setting:

Taking on New Challenges (p. 151)

Note: The focus today should be conferring with students and having

students confer with one another.


Lesson 35

Session 18: Information Writing Gives Way to Idea Writing (p. 156)

Note: The focus today should be annotating while reading; students will

look at their pieces with fresh eyes. The p. 165 chart “Strategies History

Researchers Use to Grow Ideas as They Research” sums up this lesson. The

mid-workshop teaching point should focus on comparing and contrasting.

The homework (see p. 163) could be replaced with freewriting to grow

ideas (which is brainstorming – see p. 161).

Lesson 36

Session 19 Day 1: Digging Deeper: Interpreting the Life Lessons that

History Teachers (p. 164)

Note: The p. 169 bulleted questions begin with the focus question “What is

this text (or part of a text) really about?” These questions could be great to

guide students, and you may want to put them on a chart.

Lesson 37

Session 19 Day 2: Digging Deeper: Interpreting the Life Lessons that

History Teachers (p. 164)

Note: The focus today should be conferencing with each student to see if

he/she is reaching the lesson goal related to deeper meaning. Students

should be writing annotations, growing ideas, and continuing their drafts

for deeper meaning.


Lesson 38

Session 20 Day 1: Using Confusions to Guide Research (p. 172)

Note: The focus today should be determining what questions the student

still has about his/her topic.

Lesson 39

Session 20 Day 2: Using Confusions to Guide Research (p. 172)

Note: The focus today should be continuing research to answer the

student’s questions about his/her topic.

Lesson 40

Session 21 Day 1: Questions without a Ready Answer (p. 183)

Note: The focus of this session is on questions that are not answered, and

making a hypothesis about them.

Lesson 41 Session 21 Day 2: Questions without a Ready Answer (p. 183)

Note: The focus today should be revising one’s draft.

Lesson 42

Session 21 Day 3: Questions without a Ready Answer (p. 183)

Note: The focus today should be completing one’s draft and listing

resources.

Lesson 43

Session 22 Day 1: Letter to Teachers: Editing (p. 192)

Note: The focus today should be the importance of punctuation, using

students’ own examples.

Lesson 44


Note: The focus today should be students looking back at their pieces to see

if they have used the appropriate terminology. See p. 195, “The Language

of Experts on the Revolutionary War.”

Lesson 45


Note: The focus today should be preparing for celebration, organizing

students into logical groupings based on the topic. Use of a poster board is

optional.

Lesson 46 Session 23: Letter to Teachers: A Final Celebration: An Expert Fair (p.

197)

After Lesson 46

Students complete on-demand post-assessment. A student may choose to

write about the topic he/she has researched.

Note: The correct wording of the prompt is on p. 11 of this Unit 4

document, and is also on the internal TPS Google repository. (Do not use p.

86 of Writing Pathways.)


Assured Assessments


based report card.







genre (see p. 11 of this Unit 4 document for exact wording of prompt) with no additional












Resources

Core

Bringing History to Life (Grade 4, Unit 3)



Writing CD-ROM

The Revolutionary War by Josh Gregory

5th


5th

-grade informational checklist (p. 191 Writing Pathways)

Supplemental


Collection of newspaper/magazine articles and/or books about the Revolutionary War

Time Allotment

mid-March – late May (approximately 47 workshop sessions)


Grades 3-5 Informational Writing On-Demand Prompt

This wording is taken from p. 128 of Writing Pathways.

Day before writing, say:

“Think of a topic or issue that you have studied or know a lot about. Tomorrow, you will have

45 minutes to write an informational text that teaches others interesting and important

information and ideas about that topic. If you want to find information from a book or other

outside source, you may bring notes (no pre-written paragraphs) with you tomorrow. Please use

the index card I have given you to take any notes and record their sources. Please keep in mind

that you’ll have 45 minutes to complete this, so you will need to plan, draft, revise, and edit in

one sitting.”

Day of writing, say:

“Think of a topic or issue you have studied or know a lot about. Today, you will have 45

minutes to write an informational text that teaches others interesting and important information

and ideas about that topic. If you brought notes, you may use them. Please keep in mind that

you’ll have 45 minutes to complete this, so you will need to plan, draft, revise, and edit in one

sitting.

In your writing make sure you:

Write an introduction

Elaborate with a variety of information

Organize your writing

Use transition words to show how parts of your writing fit together

Write a conclusion.”

TRUMBULL PUBLIC SCHOOLS...TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut GRADE 5 WRITING 2016 (Last...

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