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6th - Unit 1, Bend 1: Launching Independent Writing Lives and Generating Personal Narratives

Unit 1: Bend 1Table of Contents

Launching Independent Writing Lives and Generating Personal Narratives

Section Page Number Unit Essential Questions 3 Unit Goals and Sub Goals (Task Analysis) 3-4 Unit Language (Spanish, Russian, English) 5-8 Unit Assessment Checklist 9-11 Unit Assessment Rubric 12-14 Sample Unit Calendar 15 Achor Charts 16-18 Works Cited 19

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GradeContent: Unit 1, Bend 1

Dates of Unit:

Unit Title: Launching Independent Writing Lives and Generating Personal NarrativesStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

Writing 6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and

well-structured event sequences. 6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 6.W.5 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. 6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

o a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics")

6.W.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.

Reading Literature 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text

distinct from personal opinions or judgments. 6.RL.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or

change as the plot moves toward a resolution. 6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

analyze the impact of a specific word choice on meaning and tone 6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the

development of the theme, setting, or plot. 6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.6.RL.10 By the end of the year, read and

comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Speaking and Listening 6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

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6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

6.SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Language

6.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,

choosing flexibly from a range of strategies.o a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to

the meaning of a word or phrase. 6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary

knowledge when considering a word or phrase important to comprehension or expression.

How can I develop my writing life to be an independent writer?Essential Questions:

What stylistic techniques do professional writers use?

Which strategies do writers use to generate ideas for personal narratives?

How do writers launch their writing and continue without stopping?

Why is it important for people to set goals?

Goals:(These should be aligned to the Goals above)

Students will be able to emulate the stylistic strategies of professional writers that students find effective.

I can develop my own ideas for a personal narrative.

I can use strategies to help build stamina.

I can assess my own growth as a writer and set new goals.

Learning Targets(aligned to goals)

I can identify what strategies worked well for a writer in a particular text. (Session 1)

I can generate ideas based on a person of significance. (Session 1)

I can make a quick plan before starting my writing so that I don’t have to pause when I write. (Session 1)

I can use a checklist (rubric) to assess my writing. (Session 6)

I can locate and annotate specific evidence that supports that a strategy worked well. (Session 1)

I can generate ideas based on a place of significance. (Session 2)

I can flash-draft a first-draft (recommendation 2-3 pages) of one idea. (Session 1)

I can reflect on my writing by asking myself, “In what ways am I getting better?” (Session 6)

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6th - Unit 1, Bend 1: Launching Independent Writing Lives and Generating Personal NarrativesI collect techniques that I find particularly effective to remember them for later use in my own writing. (Session 1)

I can generate ideas based on the first and last times I did something. (Session 3)

I can set goals based on my needs as a writer. (Session 6)

I can incorporate strategies that other writers used effectively in my own writing. (Session 5)

I can generate ideas based on a time when I learned something. (Session 3)

I can create a plan for my next steps as a writer. (Session 6)

I can write a detailed description of an event that in reality was a short moment in time. (Session 1)I can write about a brief event that is emotionally driven vs. action driven. (Session 3)I can write a brief event being telling the story exactly the way the narrator perceived it. (Session 4)

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Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s):

Retelling/relating past events

Academic Language Stems (to talk about their writing):Easy for Beginners

First, __________ went __________. Then, __________ and __________. After (action), the __________. In the beginning/middle/end, __________. Now, __________. At first __________.

Medium for Intermediate Several (second, hour, morning/afternoon/evening) __________. __________ began when __________. __________ finally __________. Afterward __________. At one point __________. As a result __________. When (cause)…., (effect).

Difficult for Advanced and Fluent Suddenly, __________. Unlike before, ____________. If only she/he had known __________. By the end, __________. Yet over time __________. The following (second, hour, morning/afternoon/evening) __________. For the past __________ (second, hour, morning/afternoon/evening)

__________. Initially/eventually __________.

Academic Vocabulary:

Writer’s Notebook annotate generate incorporate techniques significant detailed emotionally driven action driven brief narrator flash-draft first-draft checklist

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Dialogue TagsBeginner Intermediate Advanced

agreed answered argued asked cried laughed lied questioned replied sang screamed shouted whispered yelled

admitted barked begged bragged complained demanded denied giggled interrupted pleaded promised requested sighed snarled threatened warned whined wondered

acknowledge bellowed blustered confessed hinted hissed howled inquired mumbles muttered nagged remembered retorted roared screeched sobbed wailed whimpered

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Stage 2 Determine Assessment EvidenceSPANISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s): Academic Language Stems (to talk about their writing):Easy for Beginners

Medium for Intermediate

Difficult for Advanced and Fluent

Academic Vocabulary:

Assessment Tools:

Goals Rubric Assessment Checklist

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Assessment Checklist – Unit 1 Bend 1

Student Name I c

an id

entif

y w

hat s

trat

egie

s w

orke

d w

ell f

or a

writ

er in

a

parti

cula

r tex

t.

I can

loca

te a

nd a

nnot

ate

spec

ific

evid

ence

that

su

ppor

ts th

at a

stra

tegy

w

orke

d w

ell.

I col

lect

tech

niqu

es th

at I

find

parti

cula

rly e

ffecti

ve to

re

mem

ber t

hem

for l

ater

use

in

my

own

writi

ng.

I can

inco

rpor

ate

stra

tegi

es

that

oth

er w

riter

s use

d eff

ectiv

ely

in m

y ow

n w

riting

.

I can

gen

erat

e id

eas b

ased

on

a pe

rson

of s

igni

fican

ce.

I can

gen

erat

e id

eas b

ased

on

a pl

ace

of si

gnifi

canc

e.

I can

gen

erat

e id

eas b

ased

on

the

first

and

last

tim

es I

did

som

ethi

ng.

I can

gen

erat

e id

eas b

ased

on

a tim

e w

hen

I lea

rned

som

ethi

ng.

I can

writ

e a

deta

iled

desc

riptio

n of

an

even

t tha

t in

real

ity w

as a

shor

t mom

ent i

n tim

e.

Notes

B = Beginning D = Developing P = Proficient M=Mastery

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Student Name I c

an w

rite

abou

t a b

rief e

vent

th

at is

em

otion

ally

driv

en v

s.

actio

n dr

iven

. (Se

ssio

n 3)

I can

writ

e a

brie

f eve

nt b

eing

te

lling

the

stor

y ex

actly

the

way

the

narr

ator

per

ceiv

ed it

. (S

essio

n 4)

I can

mak

e a

quic

k pl

an

befo

re st

artin

g m

y w

riting

so

that

I do

n’t h

ave

to p

ause

w

hen

I writ

e. (S

essio

n 1)

I can

flas

h-dr

aft a

firs

t-dr

aft

(rec

omm

enda

tion

2-3

page

s)

of o

ne id

ea. (

Sess

ion

1)

I can

use

a c

heck

list (

rubr

ic)

to a

sses

s my

writi

ng. (

Sess

ion

6) I can

refle

ct o

n m

y w

riting

by

aski

ng m

ysel

f, “I

n w

hat w

ays

am I

getti

ng b

etter

?” (S

essio

n 6) I c

an se

t goa

ls ba

sed

on m

y ne

eds a

s a w

riter

. (Se

ssio

n 6)

I can

cre

ate

a pl

an fo

r my

next

step

s as a

writ

er.

(Ses

sion

6)

Notes


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Lista de control – Unit 1 Bend 1

Student Name Notes


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Unit of Study Narrative Writing Checklist

STRUCTURE

OVERALL LEAD TRANSITIONS ENDING ORGANIZATION

Student Name I wro

te a

stor

y th

at h

as te

nsio

n, re

solu

tion,

re

alisti

c ch

arac

ters

, and

also

con

veys

an

idea

, les

son,

or t

hem

e.

I wro

te a

beg

inni

ng th

at n

ot o

nly

set t

he

plot

/sto

ry in

moti

on, b

ut a

lso h

inte

d at

the

larg

er m

eani

ng th

e st

ory

wou

ld c

onve

y. It

in

trod

uces

the

prob

lem

, set

the

stag

e fo

r th

e le

sson

that

wou

ld b

e le

arne

d, o

r sh

owed

how

the

char

acte

r rel

ates

to th

e se

tting

in a

way

that

matt

ers i

n th

e st

ory.

I not

onl

y us

ed tr

ansiti

onal

phr

ases

and

cl

ause

s to

signa

l com

plic

ated

cha

nges

in

time,

I al

so u

sed

them

to a

lert

my

read

er to

ch

ange

s in

the

setti

ng, t

one,

moo

d, p

oint

of

vie

w, o

r the

tim

e in

the

stor

y (s

uch

as

sudd

enly

, unl

ike

befo

re, i

f onl

y sh

e ha

d kn

own)

.

I wro

te a

n en

ding

that

con

nect

ed to

wha

t th

e st

ory

is re

ally

abo

ut. I

gav

e th

e re

ader

a

sens

e of

clo

sure

by

show

ing

anew

re

aliza

tion

or in

sight

, or a

cha

nge

in th

e ch

arac

ter/

narr

ator

. I m

ight

hav

e sh

own

this

thro

ugh

dial

ogue

, acti

on, i

nner

th

inki

ng, o

r sm

all a

ction

s the

cha

ract

er

I use

d pa

ragr

aphs

pur

pose

fully

, per

haps

to

show

tim

e an

d se

tting

cha

nges

, new

par

ts

of th

e st

ory,

or t

o cr

eate

susp

ense

for

read

ers.

I Cr

eate

d a

logi

cal,

clea

r seq

uenc

e of

eve

nts.

- = Not Yet √ = Starting To + = Yes!

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Development

ELABORATION CRAFT

Student Name I dev

elop

ed re

alisti

c ch

arac

ters

, and

dev

elop

ed

the

deta

ils, a

ction

, dia

logu

e,

and

inte

rnal

thin

king

that

co

ntric

ute

to th

e de

eper

m

eani

ng o

f the

stor

y.

I dev

elop

ed so

me

rela

tions

hip

betw

een

char

acte

rs to

show

why

th

ey a

ct a

nd sp

eak

as th

ey

do. I

told

the

inte

rnal

, as

wel

l as t

he e

xter

nal s

tory

.

I wov

e to

geth

er p

reci

se

desc

riptio

ns, fi

gura

tive

lang

uage

, and

som

e sy

mbo

lism

to h

elp

read

ers

pict

ure

the

setti

ng a

nd

actio

ns, a

nd to

brin

g fo

rth

mea

ning

.

I use

d la

ngua

ge th

at fi

t my

stor

y’s m

eani

ng a

nd c

onte

xt

( for

exa

mpl

e,


Conventions

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SPELLING PUNCTUATION AND SENTENCE STRUCTURE

Student Name I use

d re

sour

ces t

o be

sure

the

wor

ds in

my

writi

ng a

re sp

elle

d co

rrec

tly.

I use

d pu

nctu

ation

such

as

dash

es, p

aren

thes

es, c

olon

s, an

d se

mic

olon

s to

help

me

incl

ude

extr

a de

tail

and

expl

anati

on in

som

e of

my

sent

ence

s.

I use

d co

mm

as a

nd q

uota

tion

mar

ks o

r ita

lics o

r oth

er w

ays t

o m

ake

clea

r whe

n ch

arac

ters

are

sp

eaki

ng.


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Stage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday FridayI can identify what strategies worked well for a writer in a particular text. (Session 1)

I can locate and annotate specific evidence that supports that a strategy worked well. (Session 1)

I collect techniques that I find particularly effective to remember them for later use in my own writing. (Session 1)

I can make a quick plan before starting my writing so that I don’t have to pause when I write. (Session 1)

I can generate ideas based on a person of significance. (Session 1)

I can write a detailed description of an event that in reality was a short moment in time. (Session 1)

I can flash-draft a first-draft (recommendation 2-3 pages) of one idea. (Session 1)

I can generate ideas based on a place of significance. (Session 2)

I can write about a brief event that is emotionally driven vs. action driven. (Session 3)

I can generate ideas based on the first and last times I did something. (Session 3)

I can generate ideas based on a time when I learned something. (Session 3)

I can write a brief event being telling the story exactly the way the narrator perceived it. (Session 4)

I can incorporate strategies that other writers used effectively in my own writing. (Session 5)

I can use a checklist (rubric) to assess my writing. (Session 6)

I can reflect on my writing by asking myself, “In what ways am I getting better?” (Session 6)

I can set goals based on my needs as a writer. (Session 6)

I can create a plan for my next steps as a writer. (Session 6)

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Anchor Chart:

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Works Cited

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web viewunit assessment rubric. 12-14. sample unit calendar. 15. ... analyze the impact of a...

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