5th Grade WritingCourse Description and Philosophy

The K–5 Language Arts curricula at Wildwood offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students demonstrated an increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they increasingly addressed demanding content and sources. The 5th Grade Writing curriculum is a culmination of this journey as students prepare for the transition of even more sophisticated writing of young adolescents.

This year students will be challenged to improve their writing in the following ways: (1) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; (2) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience; (3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach; (4) 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; and in relations to communication, (5) 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.

TEACHER RESOURCES For differentiated activities, see the CommonCore Curriculum Map website, in which the username

is mtlakes and the password is ccmaps For examples of 21st Century Skills lessons, go the P21 website for the English LAL curriculum map. PARCC sample tasks on the Mountain Lakes Model Curriculum website 5th Grade PARCC Writing Rubric http://www.parcconline.org/samples/english-language-artsliteracy/grades-4-5-generic-rubrics

Written 2014

Unit I: Descriptive Writing Launching the Writing Workshop / “Where I’m From Poem”Essential Question: How do writers identify the qualities of strong descriptive writing using mentor texts? How do writers generate ideas from personal interests or experiences to convey the purpose? How do writers develop an effective piece of descriptive writing?

Objectives: Students will be able to: Identify the “Six Traits of GOOD Writing” Understand and develop the Content/Ideas trait Understand and implement the Organization trait Understand and practice the Sentence Fluency trait Understand and use the Voice trait Understand and apply the Word Choice trait Understand and demonstrate a command of the Conventions of English Analyze sample poems to foster an understanding of the 6 traits in order to apply it to their own writing Understand and that writing is a multi-step process: prewriting, drafting, revising, editing, publishing

21st Century Skills: Creativity and Innovation OUTCOME: Communicate new ideas to others in a creative manner. EXAMPLE: Students select several photographs or pictures found on the internet that represent their individual personalities. They each write an autobiographical poem or series of poems and, using presentation software, make a slideshow of the pictures and poems that may include appropriate background music. As a class, students discuss how the pictures and music change their understanding of the poem.

Differentiation: The writing workshop model naturally differentiates instruction by using whole class, small group and individualized instruction. Because this is the first unit in which students will peer-edit it is imperative that students are paired with peers of common ability. After all, we want our students to feel comfortable when sharing their first piece of work.

Unit II: Narrative (Realistic Fiction)Essential Question: How do writers identify the qualities of strong narrative writing using mentor texts? How do writers generate ideas from personal interests or experiences to convey the purpose? How do writers develop real or imagined experiences or events using effective technique such as descriptive details, precise words and phrases, and clear event sequences?

Objectives: Students will be able to: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that

unfolds naturally. Develop well-structured event sequences Engage and orient the reader by establishing a context Develop a strong lead that engages and draws the reader in Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses

of characters to situations Use a variety of transitional words, phrases, and clauses to manage the sequence of events from one time frame or setting to

another Use concrete words and phrases and sensory language to capture the action and convey experiences and events precisely. Provide a conclusion that follows and reflects on the narrated experiences or events. Write narratives routinely over extended time frames (tie for 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 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience

21st Century Skills: Critical Thinking & Problem Solving OUTCOME: Identifying and asking significant questions that clarify various points of view and lead to better solutions. EXAMPLE: Students participate in genre study discussions based on picture books and short texts they read and for which they prepared a open-ended discussion questions. Students question and wonder about the genre style in terms of text structure and features.

Differentiation: The writing workshop model naturally differentiates instruction by using whole class, small group and individualized instruction. Although students are required to gear their piece towards the narrative style, they brainstorm and are able to select from several self-selected topics.

Unit III: FantasyEssential Question: How do writers identify the qualities of strong fantasy writing using mentor texts? How do writers generate ideas from personal interests or experiences to convey the purpose? How do writers develop imagined experiences or events using effective technique such as descriptive details, precise words and phrases, and clear event sequences?

Objectives: Students will be able to: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that

unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses

of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach Write routinely over extended time frames (tie for 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 Use technology including the internet to produce and publish writing as well as to interact and collaborate with others

21st Century Skills: OUTCOME: Identifying and asking significant questions that clarify various points of view and lead to better solutions. EXAMPLE: Students participate in genre study discussions based on picture books and short texts they read and for which they prepared an open-ended discussion question. Students question and wonder about the genre style in terms of text structure and features.

Differentiation: The writing workshop model naturally differentiates instruction by using whole class, small group and individualized instruction. During the peer editing process, students are paired with classmates with common ability.

Unit IV: Informative/Explanatory

Essential Question: How do writers identify the qualities of strong informative/explanatory writing using mentor texts? How do writers generate ideas from personal interests or experiences to convey the purpose? How do writers develop informative/explanatory texts to examine a topic and convey ideas and information clearly?

Objectives: Students will be able to: Introduce a topic clearly, provide a general observation and focus, and group related information logically to convey ideas

through the selection of relevant content Organize ideas using strategies such as definition, classification. Comparison/contrast, and cause/effect Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples

related to the topic. Link ideas within and across categories of information using appropriate and varied transition words, phrases, and clauses

(e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that supports or follows the information or explanation presented. Write informative/explanatory texts to examine a topic and convey ideas by establishing and maintaining a formal style Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach Write routinely over extended time frames (tie for 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 Use technology including the internet to produce and publish writing as well as to interact and collaborate with others

21st Century Skills: Critical Thinking and Problem SolvingOUTCOME: Identifying and asking significant questions that clarify various points of view and lead to better solutions. EXAMPLE: At the end of the unit, students brainstorm elements of effective explanatory pieces. Using a visual ranking tool (such as the Intel Online visual ranking thinking tool), each student considers the pieces read in the unit and ranks them, using the comment feature of the tool to add explanations. Students discuss the reasons for the differences in rankings.

Differentiation: The writing workshop model naturally differentiates instruction by using whole class, small group and individualized instruction. During the peer editing process, students are paired with classmates with common ability.

Unit V: Argument/OpinionEssential Question: How do writers identify the qualities of strong argument/opinion writing using mentor texts? How do writers generate ideas from personal interests or experiences to convey the purpose? How do writers develop opinion pieces on topics or texts, supporting a point of view with reasons and information?

Objectives: Students will be able to: Introduce a topic or text clearly, state a clear position on a proposition or proposal, and create an organizational structure in

which ideas are logically grouped to support the writer’s purpose. Write arguments to introduce and support claims and clear reasons with relevant evidence, using credible sources and

demonstrating an understanding of the topic Gather relevant information from multiple print and digital sources and assess the credibility of each source Draw evidence from informational texts to support analysis, reflection, and research Provide logically ordered reasons that are supported by organized and relevant evidence (facts and details) Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Anticipate and address reader concerns and offer counterarguments Conclude with a restatement of the position, a brief summary of reasons and a final thought, insight, request, or call to action

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

Write routinely over extended time frames (tie for 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

Use technology including the internet to produce and publish writing as well as to interact and collaborate with other

21st Century Skills: Critical Thinking and Problem SolvingOUTCOME: Frame, analyze and synthesize information in order to solve problems and answer questions. EXAMPLE: Students create a plan for a change at Wildwood School that will benefit the student body at large. The process includes gathering student/teacher input from surveys, holding interview sessions, and evaluating ratios to support their recommendations. These plans are presented to the principal. Students hold a debate and argue a claim/position. Students create an I-movie based on a personal claim.

Differentiation: The writing workshop model naturally differentiates instruction by using whole class, small group and individualized instruction. Although students are required to gear their piece towards the narrative style, they brainstorm and are able to select from several self-selected topics.

Unit VI: Memoir

Essential Question: How do writers identify the qualities of strong memoir writing using mentor texts? How do writers generate ideas from personal interests or experiences to convey the purpose? How do writers develop and reflect upon real experiences or events using effective technique, descriptive details, and clear event sequences?

Objectives: Students will be able to: Make text-to-text and text-to-self connections Understand the characteristics of a memoir that focuses upon the relationship of the writer and a: memorable place, important

person, and treasured object Use brainstorming strategies to generate ideas Use sensory imagery and figurative language to bring their writing to life Develop a strong lead that engages and draws the reader in Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses

of characters to situations Conclude with a lesson learned and/or insight gained Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach Write routinely over extended time frames (tie for 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 Use technology including the internet to produce and publish writing as well as to interact and collaborate with others

21st Century Skills: Initial & Self-DirectionOUTCOME: Monitor one’s own understanding and learning needs. EXAMPLE: Following each writing piece, students complete a self-evaluation. They review these self-evaluations to monitor skills over time.

Differentiation: The writing workshop model naturally differentiates instruction by using whole class, small group and individualized instruction. Although students are required to gear their piece towards the memoir style, they brainstorm and are able to choose from several self-selected topics.

Unit VII: Poetry AnthologyEssential Question: How do writers identify the qualities of strong poetry? How do writers generate ideas from personal interests or experiences to convey the purpose? How do writers develop an effective piece of poetry?

Objectives: Students will be able to: Develop an understanding of the complex nature of a poem Understand the spirit of poetry Develop a sense of appreciation for the genre of poetry Identify and create one’s own poetic devices (figurative language, simile, metaphor, onomatopoeia…) Discuss and debate the effects of literary devices within a poem Identify and write poems with different rhyme schemes

21st Century Skills: Creativity and Innovation

Differentiation: The writing workshop model naturally differentiates instruction by using whole class, small group and individualized instruction. Although students are required to write and compile specific types of poems, they are able to choose their topics for ALL styles.