Curriculum Map: Writing
Time Line
Sixth Grade
Strand & Concept
Performance Objective
Activity/Lesson
1
Resources & Technology
TRI 1 Writing #1
Strand 3: Writing PO 1. Write a narrative that *Possibilities: Life Story, Memorable Applications includes: Life Events, (using life map), Concept 1: a. an engaging plot based on Childhood fears/fears now Expressive imagined or real ideas, observations, or memories of an event or experience b. effectively developed characters c. a clearly described setting e. figurative language, or descriptive words and phrases to enhance style and tone. Introduced Strand 1: Writing PO 1. Generate ideas through *Discussion, life map, brainstorming & Process Concept a variety of activities (e.g., Continued 1: Prewriting prior knowledge, discussion with all Year others, printed material or other sources). PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece. PO 3. Determine the intended audience of a writing piece. PO 4. Establish a central idea appropriate to the type of writing.
Time Line
Strand & Concept
Performance Objective
PO 5. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Assessment All writing projects will be scored with the 6trait rubric or a teachermade rubric
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
2
Strand 1: Writing PO 1. Use a prewriting plan to Process Concept develop a draft with main 2: Drafting idea(s) and supporting details. PO 2. Organize writing into a logical sequence that is clear to the audience. Strand 1: Writing PO 1. Evaluate the draft for *Revision Chart – emphasize Process Concept use of ideas and content, word choice and i/c 3: Revising organization, voice, word choice, and sentence fluency. (See Strand 2) Strand 1: Writing PO 1. Identify punctuation, Process spelling, and grammar and Concept 4: Editing usage errors in the draft. (See Strand 2) PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions. PO 3. Apply proofreading marks to indicate errors in conventions. PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft. Time Line
Strand & Concept
Performance Objective
Strand 1: Writing PO 1. Prepare writing in a Process Concept format (e.g., oral presentation, 5: Publishing manuscript, multimedia) appropriate to audience and purpose. PO 2. Use margins and spacing to enhance the final product.
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
3
PO 3. Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product. PO 4. Write legibly. Strand 2: Writing PO 1. Use clear, focused Components ideas and details to support the Concept 1: Ideas topic. and Content PO 2. Provide content and selected details that are well suited to audience and purpose. PO 3. Develop a sufficient explanation or exploration of the topic. PO 4. Include ideas and details that show original perspective. Strand 2: Writing PO 1. Use a structure that fits Components the type of writing (e.g., letter Concept 2: format, narrative, play, essay). Organization (See Strand 3)
PO 2. Develop a strong beginning or introduction that draws in the reader. Time Line
Strand & Concept
Performance Objective
Strand 2: Writing PO 3. Place details Components appropriately to support the Concept 2: main idea. Organization (cont.) PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas).
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
4
PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology). PO 6. Create an ending that provides a sense of resolution or closure Strand 2: Writing PO 1. Show awareness of the Components audience through word choice Concept 3: Voice and style. PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing. PO 3. Use language appropriate for the topic and purpose. PO 4. Choose appropriate voice (e.g., formal, informal) for the audience and purpose.
Time Line
Strand & Concept
Performance Objective
Strand 2: Writing PO 1. Use accurate, specific, Components powerful words that effectively Concept 4: Word convey the intended message. Choice
PO 2. Use words and phrases that consistently support style and type or writing. PO 3. Use vocabulary that is original, varied, and natural.
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
5
PO 4. Use literal and figurative language where appropriate to purpose.
Strand 2: Writing Components Concept 5: Sentence Fluency
PO 1. Write simple and compound sentences.
PO 2. Write sentences that flow together and sound natural when read aloud. PO 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing. PO 4. Use effective and natural dialogue when appropriate.
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
6
Strand 2: Writing PO 1. Use capital letters Components correctly for: Concept a. proper nouns 6:Conventions • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast) b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (i.e., story, poem, play, song) d. titles e. abbreviations f. proper adjectives PO 2. Use commas to correctly punctuate: a. items in a series b. greetings and closings of letters c. introductory words d. direct address e. interrupters f. compound sentences PO 3. Use quotation marks to punctuate: a. dialogue b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sources Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
7
Strand 2: Writing PO 4. Use italics (in typed Components copy) and underlining (in Concept handwriting) to indicate titles of 6:Conventions longer works (e.g., books, plays, magazines, movies, TV series). PO 5. Use colons to punctuate business letter salutations. PO 6. Use apostrophes to punctuate: a. contractions b. singular possessives PO 7. Spell high frequency words correctly. PO 8. Use common spelling patterns/generalizations to spell words correctly. PO 9. Use homonyms correctly in context. PO 10. Use resources to spell correctly. PO 11. Use paragraph breaks to indicate an organizational structure.
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
8
Strand 2: Writing PO 12. Use the following parts Components of speech correctly in simple Concept sentences: 6:Conventions a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjections
TRI 1 Writing #2
PO 13. Use subject/verb agreement in simple and compound sentences. Strand 3: Writing PO 1. Write a response to Applications literature that: Concept 5: Literary a. presents several clear ideas Response b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media c. relates own ideas to supporting details in a clear and logical manner Strand 1: Writing PO 5. Add transitional Process Concept words, phrases and/or 3: Revising sentences to clarify meaning or enhance the writing style.
Time Line
Strand & Concept
*Framework, Templates, Teacher modeling
Possible Texts: Beowulf, Charlotte Doyle, Hatchet, “The Veldt,” “Through the Tunnel,” The Egypt Game, Search for Delicious
*List of categorized transitions **Emphasis on transitions
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
9
Strand 2: Writing PO 1. Use clear, focused *Story maps, setting maps, Components ideas and details to support the character webs, plot diagrams or Concept 1: Ideas topic. pyramids and Content **Emphasis on i/c PO 2. Provide content and selected details that are well suited to audience and purpose. PO 3. Develop a sufficient explanation or exploration of the topic. PO 4. Include ideas and details that show original perspective. Strand 2: Writing PO 1. Use a structure that fits Components the type of writing (e.g., letter Concept 2: format, narrative, play, essay). Organization (See Strand 3)
PO 2. Develop a strong beginning or introduction that draws in the reader. PO 3. Place details appropriately to support the main idea. PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas). PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology). Time Line
Strand & Concept
Performance Objective
Strand 2: Writing PO 6. Create an ending that Components provides a sense of resolution Concept 2: or closure Organization (cont.)
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
10
Strand 2: Writing PO 1. Show awareness of the Components audience through word choice Concept 3: Voice and style. PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing. PO 3. Use language appropriate for the topic and purpose. PO 4. Choose appropriate voice (e.g., formal, informal) for the audience and purpose. Strand 2: Writing PO 1. Use accurate, specific, Components powerful words that effectively Concept 4: Word convey the intended message. Choice PO 2. Use words and phrases that consistently support style and type or writing. PO 3. Use vocabulary that is original, varied, and natural. PO 4. Use literal and figurative language where appropriate to purpose.
Time Line
Strand & Concept Strand 2: Writing Components Concept 5: Sentence Fluency
Performance Objective PO 1. Write simple and compound sentences.
PO 2. Write sentences that flow together and sound natural when read aloud. PO 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
11
PO 4. Use effective and natural dialogue when appropriate. Strand 2: Writing PO 1. Use capital letters Components correctly for: Concept a. proper nouns 6:Conventions • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast) b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (i.e., story, poem, play, song) d. titles e. abbreviations f. proper adjectives
Time Line
Strand & Concept
Performance Objective
Strand 2: Writing PO 2. Use commas to correctly Components punctuate: Concept a. items in a series 6:Conventions b. greetings and closings of (cont.) letters c. introductory words d. direct address e. interrupters f. compound sentences
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
12
PO 3. Use quotation marks to punctuate: a. dialogue b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sources PO 4. Use italics (in typed copy) and underlining (in handwriting) to indicate titles of longer works (e.g., books, plays, magazines, movies, TV series). PO 5. Use colons to punctuate business letter salutations. PO 6. Use apostrophes to punctuate: a. contractions b. singular possessives PO 7. Spell high frequency words correctly. PO 8. Use common spelling patterns/generalizations to spell words correctly. Time Line
Strand & Concept
Strand 2: Writing Components Concept 6:Conventions (cont.)
Performance Objective PO 9. Use homonyms correctly in context.
PO 10. Use resources to spell correctly. PO 11. Use paragraph breaks to indicate an organizational structure.
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
13
PO 12. Use the following parts of speech correctly in simple sentences: a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjections PO 13. Use subject/verb agreement in simple and compound sentences.
TRI 1 Writing #3
Time Line
Strand 3: Writing PO 1. Record information Applications (e.g., observations, notes, Concept 2: lists, charts, map labels and Expository legends) related to the topic. PO 2. Write a summary based on the information gathered that include(s): a. a topic sentence b. supporting details c. relevant information Strand & Concept
Performance Objective
Paraphrase exercises Summary practice
Activity/Lesson
Strand 1: Writing PO 3. Delete irrelevant and/or *Define irrelevant and/or redundant / Process Concept redundant information from the Exercises to vary sentence structure 3: Revising draft to more effectively **Emphasis on PO. 3 & 6 accomplish the purpose. PO 6. Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft. Strand 2: Writing PO 1. Use clear, focused Components ideas and details to support the Concept 1: Ideas topic. and Content
***All P.O.'s are introduced and continued throughout the year.
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
14
PO 2. Provide content and selected details that are well suited to audience and purpose. PO 3. Develop a sufficient explanation or exploration of the topic. PO 4. Include ideas and details that show original perspective. Strand 2: Writing PO 1. Use a structure that fits Components the type of writing (e.g., letter Concept 2: format, narrative, play, essay). Organization (See Strand 3)
PO 2. Develop a strong beginning or introduction that draws in the reader. PO 3. Place details appropriately to support the main idea. Time Line
Strand & Concept
Performance Objective
Strand 2: Writing PO 4. Include effective Components transitions among all elements Concept 2: (sentences, paragraphs, ideas). Organization (cont.) PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology). PO 6. Create an ending that provides a sense of resolution or closure Strand 2: Writing PO 1. Show awareness of the Components audience through word choice Concept 3: Voice and style.
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
15
PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing. PO 3. Use language appropriate for the topic and purpose. PO 4. Choose appropriate voice (e.g., formal, informal) for the audience and purpose. Strand 2: Writing PO 1. Use accurate, specific, Components powerful words that effectively Concept 4: Word convey the intended message. Choice PO 2. Use words and phrases that consistently support style and type or writing. Time Line
Strand & Concept Strand 2: Writing Components Concept 4: Word Choice (cont.)
Performance Objective
Activity/Lesson
PO 3. Use vocabulary that is original, varied, and natural.
PO 4. Use literal and figurative language where appropriate to purpose. Strand 2: Writing PO 1. Write simple and Components compound sentences. Concept 5: Sentence Fluency
PO 2. Write sentences that flow together and sound natural when read aloud.
***All P.O.'s are introduced and continued throughout the year.
**Emphasize SF
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
16
PO 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
PO 4. Use effective and natural dialogue when appropriate.
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
17
Strand 2: Writing PO 1. Use capital letters Components correctly for: Concept a. proper nouns 6:Conventions • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast) b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (i.e., story, poem, play, song) d. titles e. abbreviations f. proper adjectives PO 2. Use commas to correctly punctuate: a. items in a series b. greetings and closings of letters c. introductory words d. direct address e. interrupters f. compound sentences PO 3. Use quotation marks to punctuate: a. dialogue b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sources Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
18
Strand 2: Writing PO 4. Use italics (in typed Components copy) and underlining (in Concept handwriting) to indicate titles of 6:Conventions longer works (e.g., books, (cont.) plays, magazines, movies, TV series). PO 5. Use colons to punctuate business letter salutations. PO 6. Use apostrophes to punctuate: a. contractions b. singular possessives PO 7. Spell high frequency words correctly. PO 8. Use common spelling patterns/generalizations to spell words correctly. PO 9. Use homonyms correctly in context. PO 10. Use resources to spell correctly. PO 11. Use paragraph breaks to indicate an organizational structure. PO 12. Use the following parts of speech correctly in simple sentences: a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjections Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
TRI 2 Writing #1
Sixth Grade
19
Strand 2: Writing PO 13. Use subject/verb Components agreement in simple and Concept compound sentences. 6:Conventions (cont.) Strand 3: Writing PO 1. Write a summary of Note-taking and paraphrasing Applications information from sources (e.g. Possible Topics: Famous Greeks, Concept 6: encyclopedias, websites, World Religions, Renaissance Men Research experts) that includes: (depending on sequencing in Social a. paraphrasing to convey Studies) ideas and details from the source b. main idea(s) and relevant details PO 2. Write an informational report that includes: a. a focused topic b. appropriate facts and relevant details c. a logical sequence d. a concluding statement e. a list of sources used Strand 1: Writing PO 5. Use organizational Process Concept strategies (e.g., outline, chart, 1: Prewriting table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing TRI 2 Writing #2
Sixth Grade
20
Strand 3: Writing PO 3. Write a friendly letter Letter from people in history to Applications that includes a: family or friends Concept 3: a. heading Functional b. salutation c. body d. closing e. signature Strand 2: Writing PO 1. Use a structure that fits **Emphasis on Organization Components the type of writing (e.g., letter Concept 2: format, narrative, play, essay). Organization (See Strand 3) PO 2. Develop a strong beginning or introduction that draws in the reader. PO 3. Place details appropriately to support the main idea. PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas). PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology). PO 6. Create an ending that provides a sense of resolution or closure Strand 2: Writing PO 1. Show awareness of the Components audience through word choice Concept 3: Voice and style.
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
**Emphasis on Voice
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
Strand 2: Writing PO 2. Convey a sense of Components identity through originality, Concept 3: Voice sincerity, liveliness, or humor (cont.) appropriate to the topic and type of writing. PO 3. Use language appropriate for the topic and purpose. PO 4. Choose appropriate voice (e.g., formal, informal) for the audience and purpose. Strand 2: Writing PO 2. Use commas to correctly Components punctuate: Concept a. items in a series 6:Conventions b. greetings and closings of letters c. introductory words d. direct address e. interrupters f. compound sentences
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
21
**Emphasize PO 2
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing TRI 2 Writing #3
Strand 3: Writing Applications Concept 1: Expressive
Sixth Grade PO 1. Write a narrative that includes: d. dialogue, as appropriate
Possible projects: skits, plays, Minstrel show, meet the monarchs Dialogue exercises
PO 2. Write in a variety of expressive forms (e.g., poetry, skit) that, according to mode, employ: a. figurative language b. rhythm c. dialogue d. characterization e. plot f. appropriate format Strand 2: Writing PO 3. Use quotation marks to Components punctuate: Concept a. dialogue 6:Conventions b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sources TRI 2 Writing #4
Strand 3: Writing Applications Concept 1: Expressive
22
PO 1. Write a narrative that includes: d. dialogue, as appropriate
**Emphasis on Quotation Marks
Poetry a and b
PO 2. Write in a variety of expressive forms (e.g., poetry, skit) that, according to mode, employ: a. figurative language b. rhythm c. dialogue d. characterization e. plot f. appropriate format Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
23
Strand 2: Writing PO 1. Use accurate, specific, **Emphasis on Word Choice Components powerful words that effectively Concept 4: Word convey the intended message. Choice PO 2. Use words and phrases that consistently support style and type or writing. PO 3. Use vocabulary that is original, varied, and natural. PO 4. Use literal and figurative language where appropriate to purpose. TRI 2 Strand 3: Writing PO 1. Write a response to Possible Texts: Writing #5 Applications literature that: Call it Courage Concept 5: Literary a. presents several clear ideas Golden Goblet Response b. supports inferences and Greek Gods conclusions with examples The Borrowers from the text, personal experience, references to other works, or reference to non-print media c. relates own ideas to supporting details in a clear and logical manner
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing TRI 3 Writing #1
Sixth Grade
24
Strand 3: Writing PO 1. Write persuasive text Possible Topics: Applications (e.g., essay, paragraph, written School Board Concept 4: communications) that: 1. homework Persuasive a. establishes and develops a 2. early start controlling idea 3. money to spend b. supports arguments with Social Studies detailed evidence 1. Peasants to king c. includes persuasive 2. Sparta vs. Athens techniques 3. Most influential d. excludes irrelevant Contribution information 4. Seven Wonders Science 1. Most efficient power source Strand 1: Writing Process Concept 3: Revising
PO 4. Rearrange words, **Emphasis on Rearrange for sentences, and paragraphs to Style clarify the meaning or to enhance the writing style. Strand 2: Writing PO 5. Construct paragraphs **Emphasis on organization and Components by arranging sentences with an resolution Concept 2: organizing principle (e.g., to Organization develop a topic, to indicate a chronology). PO 6. Create an ending that provides a sense of resolution or closure.
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing TRI 3 Writing #2
Sixth Grade
25
Strand 3: Writing PO 4. Write a formal letter that Possible Topics: Applications follows a conventional business 1. Camp Colton Concept 3: letter format. 2. Letter of complaint Functional 3. Create new cereal using ratio 4. Letter to principal PO 5. Address an envelope for correspondence that includes: a. an appropriate return address b. an appropriate recipient address
Strand 2: Writing PO 1. Use capital letters Components correctly for: Concept a. proper nouns 6:Conventions • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast) b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (i.e., story, poem, play, song) d. titles e. abbreviations f. proper adjectives
Time Line
Strand & Concept
Performance Objective
***All P.O.'s are introduced and continued throughout the year.
**Emphasis on Conventions
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
26
Strand 2: Writing PO 2. Use commas to correctly Components punctuate: Concept a. items in a series 6:Conventions b. greetings and closings of (cont.) letters c. introductory words d. direct address e. interrupters f. compound sentences PO 3. Use quotation marks to punctuate: a. dialogue b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sources PO 4. Use italics (in typed copy) and underlining (in handwriting) to indicate titles of longer works (e.g., books, plays, magazines, movies, TV series). PO 5. Use colons to punctuate business letter salutations. PO 6. Use apostrophes to punctuate: a. contractions b. singular possessives PO 7. Spell high frequency words correctly. PO 8. Use common spelling patterns/generalizations to spell words correctly. Time Line
Strand & Concept
Strand 2: Writing Components Concept 6:Conventions (cont.)
Performance Objective PO 9. Use homonyms correctly in context.
***All P.O.'s are introduced and continued throughout the year.
Activity/Lesson
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade
27
PO 10. Use resources to spell correctly. PO 11. Use paragraph breaks to indicate an organizational structure. PO 12. Use the following parts of speech correctly in simple sentences: a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjections PO 13. Use subject/verb agreement in simple and compound sentences. TRI 3 Strand 3: Writing PO 3. Write a process essay Possible Topics: Writing #3 Applications that includes: 1. Science Labs Concept 2: a. a thesis statement 2. Satiric process essay Expository b. supporting details 3. How to multiply c. introductory, body, and 4. How to build a concluding paragraphs pyramid Strand 1: Writing PO 5. Add transitional words, Process Concept phrases and/or sentences to 3: Revising clarify meaning or enhance the writing style.
Time Line
Strand & Concept
**Emphasis on Transitions
Performance Objective
Strand 2: Writing PO 4. Include effective Components transitions among all elements Concept 2: (sentences, paragraphs, ideas). Organization
Activity/Lesson **Emphasis on Organizaion and Transitions
***All P.O.'s are introduced and continued throughout the year.
Resources & Technology
Assessment
Curriculum Map: Writing
Sixth Grade PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology).
TRI 3 Writing #4
Strand 3: Writing PO 1. Write a response to Applications literature that: Concept 5: Literary a. presents several clear ideas Response b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media c. relates own ideas to supporting details in a clear and logical manner
Possible Texts: Crispin Catherine Called Birdy Bridge to Terabithia
***All P.O.'s are introduced and continued throughout the year.
28
Curriculum Map: Writing
Links to Other Subject Areas
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
29
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
30
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
31
Curriculum Map: Writing
Links to Other Subject Areas
R06-S2C1
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
32
Curriculum Map: Writing R06-S1C4-04
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
33
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
34
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
35
Curriculum Map: Writing
R06-S2C1
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
36
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
37
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
38
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
39
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
40
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
41
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
42
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
43
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
44
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
45
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
46
Curriculum Map: Writing
R06-S3 C1-05, -06, -07 Social Studies
R06-S3 C1-05, -06, -07
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
47
Curriculum Map: Writing Social Studies
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
48
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
49
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
50
Curriculum Map: Writing
R06-S2C1
R06-S1C4-04
R06-S2C1
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
51
Curriculum Map: Writing R06-S3C3 Literature Social Studies Science Math Language Arts
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
52
Curriculum Map: Writing Science Math Social Studies
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
53
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
54
Curriculum Map: Writing
Links to Other Subject Areas
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
55
Curriculum Map: Writing
***All P.O.'s are introduced and continued throughout the year.
Sixth Grade
56
