Third Grading Period Weeks 1- 3 CURRICULUM OVERVIEW

Writing – Grade 5

Unit of Study: Letters

Third Grading Period – Weeks 1- 3 CURRICULUM OVERVIEW

Big Idea / Unit Rationale
“You must find some way to elevate your act of writing into an entertainment. Usually this means giving your reader an enjoyable surprise. These seeming amusements in fact become your “style. “
Zinsser, W. (2001). On Writing Well. Harper Collins Publishers, New York, NY. / “Rewriting is the essence of writing well: it’s where the game is won or lost.”
Zinsser, W. (2001). On Writing Well. Harper Collins Publishers, New York, NY.
TEKS / TEKS Specificity - Intended Outcome
TEKS 5 The student is expected to
15A write to express, discover, record, develop, reflect on ideas, and to problem solve (TAKS 1)
15F choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews,
poems, narratives, and instructions
16A write legibly by selecting cursive or manuscript as appropriate (TAKS 1)
16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using
possessives, commas in a series, commas in direct address, and sentence punctuation (TAKS 2 ,6)
17A write with accurate spelling of syllable constructions including closed, open, consonant before –le,
and syllable boundary patterns (TAKS 2, 6)
17C use resources to find correct spellings
17D spell accurately in final drafts (TAKS 2, 6)
18B write in complete sentences, varying the types such as compound and complex to match meanings
and purposes (TAKS 2, 4)
18C employ standard usage in writing for audiences, including subject-verb agreement (TAKS 2,5)
18D use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid
or precise
19A generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic
organizers, notes, and logs
19B develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
· write for many reasons (15A)
· write imaginative stories that include focus, plot, setting, point of view, and dialogue (15A)
· write a letter or email, depending on my purpose (15F)
· write neatly in cursive or print (16A)
· use correct capitalization and punctuation (16B)
· spell accurately (17A)
· use other resources (word wall, word bank, dictionary, online dictionary) when I don’t know how to spell a word (17C)
· correct spellings errors before I publish (17D)
· write in complete sentences and use different types of sentences (compound and complex) (18B)
· write using correct subject-verb agreement (18C)
· use adjectives to make my writing more interesting (18D)
· generate a list of topics that I can write about (19A)
· generate ideas for writing (19A)
· develop a plan for writing (19A)
· develop drafts (19B)
· revise my draft with adding or elaborating. I can delete parts that don’t sound right. I can combine and rearrange text (19C)
· revise my drafts when they don’t sound right, are confusing,
· or need more support/development of my ideas (19D)
· reenter my draft to edit (19E)
· edit using capitalization and punctuation rules (19E)
· use the computer for different parts of the writing process: to create, revise, edit, and publish my writing (19F)
· choose and publish written works (19G)
· proofread my writing and my classmates’ writing (19H)
·
Concepts / within larger units of text
19C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (TAKS 1, 3)
19D revise drafts for coherence, progression, and logical support of ideas (TAKS 1, 3)
19E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and
appropriate word choice (TAKS 2, 4, 5)
19F use available technology to support aspects of creating, revising, editing, and publishing texts
19G refine selected pieces frequently to “publish” for general and specific audiences
19H proofread his/her own writing and that of others (TAKS 2, 5, 6)
19I select and use reference materials and resources as needed for writing, revising, and editing final
drafts
20A apply criteria to evaluate writing
20B respond in constructive ways to others’ writing
22E correspond with peers or others via e-mail or conventional mail / · compare my writing to the Kid-Friendly TAKS Rubric and evaluate my writing (20A)
· be helpful when a classmate shares his/her writing with me (20B)
· look at my writing to see if it works (20C)
· look at mentor texts as a model for my own writing (20D)
· review and add to my own portfolio (20E)
· write letters or emails to communicate with others (22E)
Yo puedo:
· escribir por diferentes razones (15A)
· escribir narraciones imaginativas que incluyen el enfoque, argumento, ambiente, punto de vista, y diálogo (15A)
· escribir en mi mejor letra (16A)
· usar las mayúsculas y puntuación correctamente (16B)
· deletrear las palabras correctamente (17A)
· utilizar recursos (pared/banco de palabras, diccionario) para encontrar la ortografía correcta (17C)
· deletrear correctamente en borradores finales (17D)
· escribir en oraciones completas, variando en diferentes tipos de oraciones (18B)
· utilizar adjetivos para que mi escritura sea más interesante (18D)
· generar una lista de temas/ideas para escribir (19A)
· desarrollar borradores (19B)
· revisar mi borrador al añadir, elaborar, omitar, combinar y cambiar las palabras (19C)
· revisar mi borrador cuando no suena bien, es poco claro o si necesita más apoyo/desarrollo de ideas (19D)
· editar mi borrador (19E)
· editar usando las reglas de mayúsculas y puntuación (19E)
· usar la computadora para las partes diferentes del proceso de escribir: para crear, revisar, editar y publicar mi escritura (19F)
· escoger y publicar mi escritura (19G)
· corregir mi propia escritura y la de otras (19H)
· evaluar mi escritura utilizando una rúbrica (20A)
· responder críticamente a los escritos de otros (20B)
· comunicarse con otros a través del correo electrónico o del convencional (22E)
Evidence of Learning
ð Students will write a friendly letter that achieves a score of 3 or 4 on the Student-Friendly Rubric for a Friendly Letter.
ð Students will write an email that achieves a score of 3 or 4 on the Student-Friendly Rubric for an Email.
ð Students will write a persuasive letter that achieves a score of 3 or 4 on the Student-Friendly Rubric for a Persuasive Letter.

Writing– Grade 5

Unit of Study: Letters

Third Grading Period – Week 1- 3 CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
· What are the parts of a letter?
· What is the difference between a friendly letter and a business letter?
· Why do I need to follow email etiquette?
· What are the different parts of an email address?
· How can I communicate effectively through letters and emails? / · Write text using the basic conventions of print, including spacing between words and sentences (Grade 1).
· Write legibly leaving appropriate margins for readability (Grade 2).
· Write legibly in cursive script with spacing between words in a sentence (Grade 3).
· Write about important personal experiences (Grade 4).
· Use basic capitalization for: the beginning of sentences, the pronoun ‘I,’ and names of people (Grade 1).
· Use capitalization for: proper nouns, months and days of the week . . . (Grade 2)
· Use capitalization for: geographical names and places, historical periods, official titles of people (Grade 3).
· Recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences (Grades 1 and 2).
· Recognize and use punctuation marks including apostrophes in contraction,; commas in series and dates (Grade 3).
· Recognize and use punctuation marks: apostrophes in possessives; quotation marks (Grade 3).
· Spell high frequency words from a commonly used list (Grades 1 and 2).
· Spell words with common orthographic patterns and rules (Grade 2).
The Teaching Plan
Week 1 / Instructional Model/Teacher Directions
The teacher will… / So students can …
Please Note:
· In Writing Workshop students may be working on any one of the following components on any given day. For example, even though the teacher’s lesson may be on editing, the student may be in the drafting phase of the Writing Workshop.
· Even though there are designated concepts that must be taught within this week, the mini-lessons should be adjusted to meet the needs of the students.
· As each new convention is taught, it should be added (along with the date taught) to the Editing Checklist.
Prewriting
· review letter writing with students
· discuss different purposes for writing a letter
· review the parts of a friendly letter
· brainstorm ideas to put in a friendly letter
· show students how to use commas correctly (Harcourt Language/Lenguaje p. 382,384)
Drafting
· model writing a friendly letter
· write with students
· model addressing an envelope
· show students how to use resources for finding addresses (phone book, internet etc.)
Revising
· making the writing lively (choice of verbs, sensory details, humorous anecdotes, specificity)
Editing
· refer to the Editing Checklist
· have students swap letters with a partner to proofread each other’s letters
Sharing
· choose a few students to share with the whole group and model comments that compliment the writer and the writing, being specific to the writer’s craft in the comments (Teacher Toolkit: Sharing)
· have students copy letter on stationery and address the envelope. / Prewriting
· discuss the different reasons for writing a letter (15A)
· identify the parts of a friendly letter (15F)
· brainstorm ideas to put in a friendly letter (19A)
Drafting
· write a friendly letter (15F)
Revising
· add vivid verbs, sensory details, anecdotes, and specificity to make my writing more interesting (19C)
Editing
· edit for items posted on the editing checklist (19E, 19I)
Publishing
· volunteer to share their own writing
· compliment other students on their writing (20B)
Week 2 / Instructional Model/Teacher Directions
The teacher will… / So students can…
Prewriting
· compare and contrast email to traditional mail in sending messages
· discuss parts of an email address (Harcourt Language/Lenguaje Ch. 14 p. 185)
· have students apply for imail accounts: http://www.saisd.net/ADMIN/NewTech/ATS/helpdesk/imail.shtm
· discuss email etiquette and safety (Harcourt Language/Lengauje Ch. 14 p. 185, Teacher Toolkit: Email Etiquette)
· show students how to use paragraphs as an organizational tool (Teacher Toolkit: Writing in Paragraph Form)
Drafting
· model writing an email using a transparency of the email format (Teacher Toolkit: Email Paper)
· have students write their emails on an email formatted paper (Teacher Toolkit: Email Paper) or compose on the computer
· write with students
· give students time to reply to emails
Revising
· have students reread email before sending it
· have students check for a clear and concise message
Editing
· remind students to use the editing checklist
· show students how to use spell check feature
Publishing
· have students send emails using district imail accounts or have students give their email message, written on email paper, to the recipient / Prewriting
· compare and contrast email to traditional mail (15F)
· use email etiquette when writing emails (19A)
· use paragraphs when appropriate (19B)
Drafting
· write emails (19A,19F)
Revising
· check for complete sentences (18B)
· revise for word choice (19C)
Editing
· edit for the items posted on the editing checklist (16B, 19E)
Publishing
· send email (19F)
Week 3 / Instructional Model/Teacher Directions
The teacher will… / So students can…
Prewriting
· read a persuasive letter from newspaper editorial section or use letter from Harcourt Language/Lenguaje p. 190
· discuss the purposes of the letters to the editor (persuade)
· identify reasons the author gave to support their viewpoint
· discuss how friendly letters differ from business letters (has an inside address, more formal, a different purpose)
· brainstorm a list of student friendly issues and people to write to (EX: better cafeteria food – cafeteria manager,
money to go on a field trip – PTA , more chapter books in the library- principal)
Drafting
· model writing a persuasive letter in front of the students , thinking aloud while writing (Teacher Toolkit: Persuasive Letter Writing)
· develop the main idea, giving reasons with details to persuade
· show students the persuasive rubric which will be used to determine how well the writing achieved its purpose (Harcourt Language/Lenguaje R87)
· have students write a persuasive letter
Revising
· tell students to trade papers with a partner, discussing parts of the paper that are effective and ways to improve the paper.
· have students check to see if the words and ideas fit the purpose and audience, reasons and details support the idea
Editing
· have students check to see if the letter follows business letter format
Publishing
· model how to use the persuasive rubric (Harcourt Language R87) to determine how well the writing achieved its purpose
· pair up students to review persuasive letters using the persuasive rubric / Prewriting
· compare and contrast a friendly letter to a business letter (15B)
· identify the author’s viewpoint, reasons, and details used to persuade (15B)
· brainstorm a list of issues important to students (19A)
Drafting
· write a persuasive letter (19B, 15B)
Revising
· check to see that their writing supports their purpose (19D)
· include reasons and details to support the idea (19D)
Editing
· edit for the items posted on the editing checklist (19E)
Publishing
· compliment other students on their writing (20B)
· evaluate how well the writing persuaded the reader (20C)
Vocabulary
English
· email
· etiquette
· persuade
· format / Vocabulary
Spanish
· correo electrónico
· etiqueta/reglas de etiqueta
· persuadir
· formato
Resources
Teacher Toolkit
· Sharing
· Email Etiquette
· Writing in Paragraph Form
· Email Format
· Email Paper
· Persuasive Letter Writing / Mentor Texts
· The Post Office Book: Mail and How It Moves by Gail Guthrie
· Dear Mrs. LaRue: Letters from Obedience School by Mark Teague
· I Wanna Iguana by Karen Kaufman Orloff
· Dear Mr. Blueberry by Simon James
· Dear Mr. Henshaw by Beverly Cleary
· Stink and the Incredible Super-Galactic Jawbreaker by Megan McDonald
· Yours Truly Goldilocks by Alma Flor Ada
Spanish:
· Querida Sra. LaRue: Cartas desde la academia canina by Mark Teague
· Querido Salvatierra by Simon James
· Querido Pedrín by Alma Flor Ada
· Querido Max by Sally Grindley
· Querido señor Henshaw by Beverly Cleary
· Querido abuelo by Elisabet Abeyá
· Atentamente, Ricitos de oro by Alma Flor Ada / Textbook:
Harcourt Language
· Commas
Chapter 31 pp. 382,384
· Using Emails Chapter 14 p. 185
Persuasive Essay Rubric: R87
Harcourt Lenguaje
· Commas
Chapter 31 pp. 382,384
· Using Emails
Chapter 14 p. 185
· Persuasive Essay Rubric: R87