Content Standard(s):
English Language Arts R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Teacher Vocabulary:
R5.
Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience Knowledge:
R5. Students know:
The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills:
R5. Students are able to:
Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process. Understanding:
R5. Students understand that:
Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts 6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
Unpacked Content
Teacher Vocabulary:
6.
Fiction texts
Nonfiction texts
Perspectives
Informational texts
Digital texts
Multimodal texts
Historical viewpoints
Cultural viewpoints
Global viewpoints Knowledge:
6. Students know:
Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
Methods to compare and contrast texts. Skills:
6. Students are able to:
Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts. Understanding:
6. Students understand that:
The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
Similar and different ideas and themes can be presented in a variety of textual formats.
English Language Arts 9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.
Examples: paragraphs, constructed responses, essays
a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.
Examples: dialogue, pacing, description, reflection
b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.
Examples: relevant and sufficient facts, extended definitions, concrete details, quotations
c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Unpacked Content
Teacher Vocabulary:
9.
Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language
9a.
Memoir
Narrative essay
Personal narrative
Fictional narrative
Narrative techniques
9b.
Explanations
Expositions
Evidence
Transitions
Techniques
9c.
Arguments
Claims
Substantive topics or texts
Valid
Relevant
Sufficient
Reasoning
Evidence
Transitions
Concluding statement or section Knowledge:
9. Students know:
Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.
9a.
A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative.
Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
Events in narrative writing should be sequenced in a coherent manner.
9b.
Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion.
Explanatory and expository writing should utilize techniques that objectively introduce and develop topics.
Words that indicate transitions.
9c.
The purpose of argumentative writing is to defend an opinion or state a claim.
Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information.
Words that indicate transitions. Skills:
9. Students are able to:
Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.
9a.
Write a narrative with a coherent sequence of plot events and a clear purpose.
Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.
9b.
Gather credible information and data from multiple sources.
Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence.
9c.
Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions.
Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
Use valid reasoning to support a claim.
Include a concluding statement or section that logically follows the presented information. Understanding:
9. Students understand that:
There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.
9a.
Narrative writing can take many forms, but there should be a coherent sequence of events.
Literary techniques are tools that can be used to create a piece of narrative writing.
Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.
9b.
Explanatory and expository writing should be free from opinions and supported with evidence.
Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words.
They must gather their information and data about the topic from multiple credible research sources.
9c.
To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources.
An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
