writing in wit & wisdom
TRANSCRIPT
Writing in Wit & Wisdom®
Writing Resource Packet
Professional Development
Copyright © 2019 Great Minds®
Contents
1. Next Steps for Professional Learning: The Role of Knowledge ............................... 12. Next Steps for Professional Learning: The Craft Stages ........................................ 3
Craft Stage Sequence Analysis Chart ..................................................... 5Craft Stage Sequences–Kindergarten .................................................... 6Craft Stage Sequences–Grade 1 ............................................................ 7Craft Stage Sequences–Grade 2 ............................................................ 8Craft Stage Sequences–Grade 3 ............................................................ 9Craft Stage Sequences–Grade 4 .......................................................... 10Craft Stage Sequences–Grade 5 ........................................................... 11Craft Stage Sequences–Grade 6 ........................................................... 12 Craft Stage Sequences–Grade 7 ........................................................... 13Craft Stage Sequences–Grade 8 ........................................................... 14
3. Next Steps for Professional Learning: Writing Models ........................................ 154. Next Steps for Professional Learning: K–8 Writing Progression ........................... 17
Grades K–8 End-of-Module (EOM) Task Progressions (by grade level and writing type) .......................................................... 19
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1. Next Steps for Professional Learning: The Role of Knowledge
� Examine either of the following resources, using the questions provided for each:
▫ Langer, Judith A. “The Effects of Available Information on Responses to School Writing Tasks.” Research in the Teaching of English, vol. 18, no. 1, 1984, pp. 27–44. Question: What are the implications of this author’s conclusions for writing instruction?
▫ Vermont Writing Collaborative. Writing for Understanding: Using Backward Design to Help All Students Write Effectively. Authentic Education, 2008.Questions: What are the instructional implications of the authors’ conclusions for writing instruction? How can you act on those in your teaching of writing?
� Analyze the knowledge and skills needed for an upcoming writing task in one of your grade-level Wit & Wisdom® modules by completing a Knowledge and Skills T-Chart. Consider taking the following steps: ▫ Choose an upcoming task. ▫ Analyze what knowledge and skills students need to successfully complete the task.
Here is an example chart, based on the session’s writing experience:
Knowledge Skills
� The sea is a powerful and unpredictable force.
� Humans have long tried to sail the seas.
� The sea poses great danger to humans; in fact, the sea can take a life.
� Although the sea’s power can seem overwhelming, humans have continued to travel on and explore the sea.
� Despite its great dangers, humans are drawn to the sea.
� The sea is more mysterious and unpredictable than the land, where most humans live.
� Analyze the prompt for task specifications, audience, and success criteria.
� Gather relevant evidence from texts. � Accurately record evidence. � Organize evidence. � Analyze the evidence gathered to
make a claim, thinking critically about reasons and evidence for that claim.
� Articulate the claim clearly, coherently, and compellingly in writing.
� Attend to conventions of writing.
▫ Working backward through the lessons leading up to that assessment, annotate key points at which you want to further support students in developing the knowledge they need and/or check in to make sure they have developed the needed knowledge.
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Writing in Wit & Wisdom • The Role of Knowledge
2. Next Steps for Professional Learning: The Craft Stages
▪ Analyze additional Craft Stage sequences. Mirror the process you used with Handout 10 in the session, following these steps:1. Review the grade-level Craft Stage Sequences, provided on the following pages.
2. Choose a sequence from your grade level to examine.
3. Fill in the blank Craft Stage Sequence Analysis Chart, provided on the next page. Record the grade level, module, and target skill for the sequence you will examine. Fill in the lesson information in the first column.
4. Examine the specified sections in the lessons for this sequence.
5. Answer the guiding questions on the Craft Stage Sequence Analysis Chart. Take notes on the chart or annotate individual lessons.
▪ Analyze upcoming craft lessons and plan scaffolds for students who may struggle. Consider strategies such as the following:
▫ Examine Stage
▸ Annotate the exemplar to call students’ attention to key elements of the author’s craft.
▸ If the lesson does not already call for one, create an anchor chart to display key aspects of the target skill.
▸ Provide additional exemplars as needed or think aloud and model the skill for students after sharing the exemplar.
▫ Experiment Stage ▸ Group students to brainstorm ideas before writing.
▸ Pair students to orally rehearse before writing.
▸ Group students to complete a task collaboratively.
▸ Allow striving writers to respond orally, dictating their response. Use available technology to transcribe the writing.
▸ Identify the focus of each lesson. When students independently write, require evidence of new skills but provide the rest for students. For example, if the new learning is using evidence, provide an introduction and a conclusion and leave space for students to write evidence in the body of the essay. If the new learning is writing an introduction, provide a body of an essay or a paragraph, and then collaboratively write an introduction with a topic statement.
▸ Use the Wit & Wisdom sample student responses to create frames within which students can write.
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▫ Execute Stage
▸ Modify the process or product to ensure that all students can complete the task. For example, for a task calling for a full essay, shorten the number of supporting paragraphs required.
▸ Use sentence and paragraph frames. Provide some students with an opening topic sentence—some with an opening topic sentence and sentence frames for the body and others with a graphic outline.
▸ Consider allowing students to work as pairs or in small groups.
▫ Excel Stage ▸ Have students work in pairs to assess and revise their work.
▸ Model self-assessment and revision using the Appendix C exemplar or student work from prior years.
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Craft Stage Sequence Analysis Chart
Directions: Select the Craft Stage sequence you want to examine from your grade-level chart. Fill in the grade level, module, craft skill, and lesson numbers. Then use the questions in the table below to guide your analysis of the lessons. Note your responses in the guiding questions column or by annotating the lessons.
Grade level: Module: Craft skill:
Lesson(s) Craft Stage Guiding Questions and Analysis
Examine What makes the exemplar a quality example of the skill?
Experiment In what kind of task(s) do students apply the craft skill?
What criteria will you use to assess student work? (See Examine lesson criteria, Checks for Understanding [CFUs], and/or Analyze section.)
Execute How does the task/How do the tasks require students to use the craft skill?
What criteria will you use to assess student work on the task(s)? (See Examine lesson criteria, CFUs, Analyze section, success criteria on the student-facing assessment sheet[s], writing rubrics, and/or Appendix C resources.)
Excel How does the lesson guide students to evaluate and revise their use of the target skill?
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Lesson Number/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Narrative
Lesson 8 Examine the Importance of Expanding Sentences
Examine: Why is it important to expand sentences?
Expanding sentences to add important information
Lesson 10Experiment with Expanding Sentences
Experiment: How do I expand a sentence?
Lessons 11–12 Execute Focusing Question Task 2
Execute: How do I expand a sentence for my Focusing Question Task?
Lesson 12 Deep Dive
Excel: How do I improve my writing with prepositions?
Module 3 EOM Task Writing Type: Informative/Explanatory
Lesson 23Examine the Importance of Adding Drawings to Informative Writing
Examine: Why is it important to add drawings to informative writing?
Adding drawings to communicate important information
Lesson 24Experiment with Adding Drawings to Informative Writing
Experiment: How do I add drawings to my informative writing?
Lesson 27Introduce the EOM Task; Complete the End-of-Module Evidence Organizer
Execute: How do I explain my evidence with drawings in my End-of-Module Task?
Lesson 28Begin the EOM TaskLesson 29Complete the EOM Task
Execute: How do I execute my End-of-Module Task?
Lesson 30Present the EOM Task Poster
Execute: How do I use drawing to help explain my End-of-Module Task?
Lessons 29–30Deep Dives
Excel: How do I improve my informative writing?
Module 4 EOM Task Writing Type: Opinion
Lesson 28Examine the Importance of Restating an Opinion
Examine: Why is restating an opinion important?
Restating an opinion to conclude an opinion paragraph
Lesson 29Experiment with Restating an Opinion
Experiment: How can I restate my opinion?
Lesson 33Begin the EOM TaskLesson 34Execute the EOM Task
Execute: How do I use complete sentences in my End-of-Module Task?
Lessons 34–35Deep Dives
Excel: How do I improve my opinion writing?
Craft Stage Sequences—Kindergarten
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Lesson Number/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory
Lesson ₁0Examine Topic Statements
Examine: Why is writing a topic statement important?
Writing a topic statement for an informative paragraph
Lesson 11Experiment with Topic Statements
Experiment: How does writing a topic statement work?
Lesson 12Execute Writing a Topic Statement
Execute: How do I write a topic statement for my informative paragraph?
Lesson 14Excel in Writing a Topic Statement
Excel: How do I improve my topic statements?
Module 3 EOM Task Writing Type: Narrative
Lesson 22Examine Sensory Words
Examine: Why is using sensory words in a scene important?
Adding sensory and feelings words to enhance description in a narrativeLesson 23
Experiment with Using Sensory and Feelings Words
Experiment: How does using sensory and feelings words in a scene work?
Lesson 24Execute Using Sensory and Feelings Words
Execute: How do I use sensory and feelings words in a scene?
Lesson 25Deep Dive
Excel: How do I improve using adjectives in my writing?
Module 4 EOM Task Writing Type: Opinion
Lesson 20Examine Introductions
Examine: Why are introductions important in opinion paragraphs?
Writing an introduction for an opinion paragraph
Lesson 21Experiment with Introductions
Experiment: How do introductions work in opinion paragraphs?
Lesson 23Experiment with Introductions
Experiment: How does writing an introduction work?
Lesson 25Execute an Introduction and a Conclusion
Execute: How do I write an introduction and a conclusion for an opinion paragraph?
Lesson 27Excel at Writing Introductions
Excel: How do I improve writing an introduction?
Craft Stage Sequences—Grade 1
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Lesson Number/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory
Lesson 2Examine Topic-Specific Words
Examine: Why are topic-specific words important?
Using precise vocabulary
Lesson 3Experiment with Topic-Specific Words
Experiment: How do topic-specific words work?
Lesson 4Plan an Informative Paragraph; Execute Focusing Question Task 1
Execute: How do I use topic-specific words in an informative paragraph?
Lesson 5Complete Focusing Question Task 1
Excel with Using Topic-Specific Words
Execute: How do I use topic-specific words in an informative paragraph?
Excel: How do I improve my informative paragraph with topic-specific words?
Module 3 EOM Task Writing Type: Narrative
Lesson 19Examine an Exploded Moment
Examine: Why are exploded moments in writing important?
Exploding a moment to expand description in a narrative sceneLesson 20
Experiment with Exploded MomentsExperiment: How does an exploded moment work?
Lesson 21Plan an Exploded Moment; Execute the Focusing Question TaskLesson 22Execute an Exploded Moment
Execute: How do I explode a moment in Focusing Question Task 4?
Lesson 23Excel with an Exploded Moment
Excel: How do I improve on my exploded moment narrative?
Module 4 EOM Task Writing Type: Opinion
Lesson 10Examine Opinions
Examine: Why is expressing an opinion important?
Formulating an opinion statement based on evidence
Lesson 11Experiment with Forming Opinion Statements
Experiment: How do I form opinion statements?
Lesson 13Collect Evidence for Focusing Question Task 2
Execute: How do I form opinion statements?
Lesson 14Prepare for Focusing Question Task 2
Execute: How do I prepare to write an opinion paragraph?
Lesson 15Complete Focusing Question Task 2
Excel:* How do I write an opinion paragraph in Focusing Question Task 2?
* In Grade 2 Module 4 Lesson 15, students also work at the Execute Stage as they write their opinion paragraphs for Focusing Question Task 2.
Craft Stage Sequences—Grade 2
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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Opinion
Lesson 19Examine Reasons to Support an Opinion
Examine: Why is it important to support an opinion with reasons?
Writing an opinion paragraph with reasons and supporting evidenceLesson 20
Experiment with Using Reasons to Support Opinions
Experiment: How do supporting reasons work in opinion writing?
Lesson 21Execute Using Reasons to Support Opinions
Execute: How do I use supporting reasons in an opinion paragraph?
Lesson 22Excel at Using Reasons to Support Opinions
Excel: How do I improve supporting reasons in opinion writing?
Module 3 EOM Task Writing Type: NarrativeLesson 27Examine Using Dialogue in a Narrative
Examine: Why is using dialogue in narrative writing important?
Writing dialogue between characters in a narrative
Lesson 28Experiment with Dialogue
Experiment: How does dialogue work?
Lesson 34Execute Planning an Essay
Execute: How do I use dialogue and description in narrative writing?
Lesson 35Create a Narrative; Excel at Writing a Narrative
Excel:* How do I improve narrative writing?
Module 4 EOM Task Writing Type: Informative/Explanatory
Lesson 2Examine Writing a Thesis Statement
Examine: Why is a thesis statement important?
Writing a thesis statement for an informative/explanatory paragraph or essayLesson 3
Develop a Thesis StatementExperiment: How does a thesis statement work?
Lesson 8 Plan a Written Response; Create an Explanatory Essay
Execute: How do I use a thesis statement and research in an explanatory essay?
Lesson 9Review Essays Using the Painted Essay® Strategy; Peer-Review Essays; Revise Essays
Excel: How do I improve an explanatory essay?
* In Grade 3 Module 3 Lesson 35, students also work at the Execute Stage as they write their EOM Task narratives.
The Painted Essay® is used by permission of Diana Leddy.
Craft Stage Sequences—Grade 3
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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Narrative
Lesson 1Examine Sensory Details
Examine: Why are sensory details important?
Adding sensory and feelings words to enhance description in narrativesLesson 3
Analyze Setting Descriptions; Compose a Setting Description
Experiment:* How do sensory details work?
Lesson 4Write a Snapshot
Execute: How do I use sensory details in a narrative paragraph?
Lesson 6Improve Writing
Excel: How do I improve writing sensory details?
Module 3 EOM Task Writing Type: OpinionLesson 21Examine Author’s Craft Lesson 22Analyze Author’s CraftLesson 23Explore Author’s Craft
Examine: Why is knowledge important when writing?
Incorporating evidence into opinion writing
Lesson 24Prepare to Write
Experiment: How do I use knowledge to support my opinion?
Lesson 34Analyze Evidence
Execute: How do I use knowledge to support my opinion?
Lesson 35Complete the EOM Task
Excel:† How do I improve an opinion essay?
Module 4 EOM Task Writing Type: Informative/Explanatory
Lesson 8Examine Introductions
Examine: Why is an introduction important?
Writing an introduction for an informative/explanatory essay
Lesson 11Write an Introduction for an Essay
Experiment: How does an introduction work in a compare/contrast essay?
Lesson 12Write an Introduction
Experiment: How do I use an introduction in a compare/contrast essay?
Lesson 13Write an Essay
Execute: How do I write a compare/contrast essay that builds on a strong introduction?
Lesson 14Revise and Edit an Essay
Excel: How do I improve an essay?
* In Grade 4 Module 2 Lesson 3, students also work at the Examine Stage as they examine an exemplar that uses sensory details to describe setting.
† In Grade 4 Module 3 Lesson 35, students also work at the Execute Stage as they complete their opinion statements.
Craft Stage Sequences—Grade 4
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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Narrative
Lesson 20Examine Dialogue
Examine: Why is dialogue important in narrative scenes in The Phantom Tollbooth?
Writing dialogue in a narrative
Lesson 22Examine a Dialogue Sequence; Execute Planning a Dialogue Sequence
Execute:* How do I plan a dialogue sequence for my exploded moment narrative scene?
Lesson 24Examine Dialogue and Narration in a Narrative Scene; Execute Dialogue and Narration in an Exploded Moment
Experiment:† How do dialogue and narration work together in a narrative scene?
Lesson 25Execute an Exploded Moment Draft
Execute: How do I craft my Juster-like exploded moment narrative scene?
Lesson 26Excel with Dialogue and Narration
Excel: How do I improve my dialogue and narration to develop characters and conflict?
Module 3 EOM Task Writing Type: OpinionLesson 12Experiment with Creating Reasons
Examine/Experiment: Why are reasons important, and how does creating reasons to support an opinion statement work?
Writing the reason to support an opinion statement
Lesson 14Reflect on an Opinion Statement; Execute Creating a Reason
Execute: How do I use reasons in Focusing Question Task 2?
Lesson 15Excel with Ordering Reasons
Excel: How do I improve reasons in my essay?
Module 4 EOM Task Writing Type: Informative Writing (Research)
Lesson 6Examine Using Evidence
Examine: Why is using evidence important in research?
Using evidence in research writing
Lesson 7Experiment with Paraphrasing
Experiment: How does paraphrasing evidence work?
Lesson 8Experiment with Directly Quoting Evidence
Experiment: How does directly quoting evidence work?
Lesson 10Execute Using Paraphrased Evidence
Execute: How do I use paraphrased evidence in a paragraph response?
Lesson 11Execute Using Directly Quoted Evidence
Execute: How do I use directly quoted evidence in a paragraph response?
Lesson 33Plan a Response to the EOM Task
Execute: How do I use what I know about the research process and informative/explanatory writing to plan my response for my EOM Task essay?
Lesson 34Excel with Using Several Sources
Excel: How do I improve using different sources in my EOM Task research essay?
* In Grade 5 Module 2 Lesson 22, students also work at the Examine Stage as they analyze a dialogue sequence.† In Grade 5 Module 2 Lesson 24, students also work at the Examine Stage as they examine dialogue and narration.
Craft Stage Sequences—Grade 5
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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Narrative
Lesson 2Examine Context
Examine: Why is establishing a story’s context important?
Establishing context for a narrative
Lesson 4Experiment with Context and Sequence
Experiment: How do context and sequence in narratives work?
Lesson 20Execute Context
Execute: How do I establish context in narrative writing?
Lesson 21 Revise Characters and Context
Excel: How do I improve characters and context in narrative writing?
Module 3 EOM Task Writing Type: Argument
Lesson 6Examine Evidence and Claims
Examine: Why is the collection of evidence prior to formulating a claim important in argument writing?
Formulating a claim based on evidence
Lesson 7Experiment with Evidence and Claims
Experiment: How does collection of evidence and formulation of a claim work in argument writing?
Lesson 35Analyze Evidence and Generate a Claim; Plan an ArgumentLesson 36Draft an Argument
Execute:* How do I use the elements of an argument in the EOM Task?
Lesson 37Excel with Argument WritingLesson 38Self-Assess
Excel: How do I improve my argument writing in the EOM Task?
Module 4 EOM Task Writing Type: Informative Writing (Research)
Lesson 19Examine Using Sources Responsibly
Examine: Why is using sources responsibly important in research writing?
Using research sources responsibly
Lesson 20Experiment with Using Sources Responsibly
Experiment: How does using sources responsibly work in research writing?
Lesson 21Execute Using Sources Responsibly
Execute: How do I use sources responsibly in research writing?
Lesson 22 Excel at Using Sources Responsibly
Excel: How do I improve my use of sources in research writing?
* The print version of the Teacher Edition does not identify Grade 6 Module 3 Lessons 35 and 36 as Execute lessons.
Craft Stage Sequences—Grade 6
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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory
Lesson 4Examine an Informational Paragraph
Examine: Why is the organization of ideas in a paragraph important?
Writing a topic statement for an informative paragraphLesson 5
Experiment with Topic SentencesExperiment: How does writing an effective topic sentence work?
Lesson 15Experiment with Topic Statements and Evidence
Experiment: How do topic statements and evidence work?
Lesson 20Plan the Focusing Question Task Response; Complete the Focusing Question Task
Execute: How do I use what I know about writing an effective paragraph to respond to Focusing Question Task 2?
Lesson 21Strengthen Writing
Excel: How do I improve my ToSEEC paragraph?
Module 3 EOM Task Writing Type: Argument
Lesson 16Examine Elaboration
Examine: Why are elaboration and transitions important in argument writing?
Elaborating to show why evidence supports reason(s) in an argument paragraph or essay
Lesson 17Experiment with Elaboration
Experiment: How does elaboration in argument writing work?
Lesson 21Complete the Focusing Question Task
Execute: How can I use a strong claim, clear reasons, and relevant evidence in an argument paragraph?
Lesson 22Strengthen Writing
Excel: How do I improve an argument paragraph?
Module 4 EOM Task Writing Type: Informative Writing (Research)
Lesson 23Examine Evidence Synthesis
Examine: Why is synthesizing evidence important?
Synthesizing research
Lesson 26Conduct and Synthesize Research
Experiment: How does conducting and synthesizing research work?
Lesson 27Experiment with Quoted and Paraphrased Information
Experiment: How does synthesizing quoted and paraphrased information in a research paragraph work?
Lesson 35Organize and Draft
Execute: How can I organize and draft my research essay?
Lesson 36Draft Essays
Execute: How can I use the elements of strong informative writing in my research essay?
Lesson 37Provide Feedback; Improve the Essay
Excel: How do I improve my research essay?
Craft Stage Sequences—Grade 7
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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory
Lesson 2Examine Well-Chosen Evidence
Examine: Why is well-chosen evidence important?
Using well-chosen evidence in informative/explanatory writingLesson 3
Experiment with Well-Chosen EvidenceLesson 4Experiment with Types of Evidence
Experiment: How does well-chosen evidence work?
Lesson 35Identify Subcategories from Evidence
Evaluate and Refine Evidence
Execute: How do I identify subcategories for an explanatory essay?
Excel: How do I improve my use of well-chosen evidence in an explanatory essay?
Module 3 EOM Task Writing Type: Argument
Lesson 6Examine Argument Structure
Examine: Why is the structure of an argument important?
Using a writing model to organize and write an argument paragraphLesson 7
Experiment with Argument StructureExperiment: How does structuring an argument work?
Lesson 9Execute Argument Structure
Execute: How do I structure an argument?
Lesson 10Participate in Peer Review
Excel: How do I improve argument structure?
Module 4 EOM Task Writing Type: Informative Writing (Research)
Lesson 20Discuss Synthesis of Evidence
Examine: Why is synthesizing evidence important?
Synthesizing research evidence
Lesson 21Experiment with Synthesis of Evidence
Experiment: How does synthesizing evidence work?
Lesson 22Synthesize Evidence
Execute: How do I synthesize evidence for a research project?
Lesson 26Draft an Outline
Execute: How do I synthesize evidence in an EOM Task?
Lesson 27Participate in Peer Review; Draft a Revision Plan; Finalize an Informative Essay
Excel:* How do I improve my synthesis of evidence?
* The print version of Grade 8 Module 4 Lesson 27 incorrectly identifies the Craft Stage for the lesson as Execute.
Craft Stage Sequences—Grade 8
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3. Next Steps for Professional Learning: Writing Models
▪ Use a Wit & Wisdom writing model to test drive an upcoming writing task. Follow these steps:
1. Plan and draft your response, being sure to include each element of the model.
2. Reflect on your experience:
▫ How did the model help you write?
▫ What did you find challenging about using the model?
3. Extend your use of the model, such as adding additional layers of evidence, melding evidence and elaboration, or experimenting with paraphrasing versus quoting of direct evidence.
4. Consider the instructional implications of your test drive and reflection, annotating lessons leading up to the assessment as needed.
▪ Analyze the Appendix C exemplar for an upcoming writing task using the appropriate writing model as your guide. Follow these steps:
1. Identify how the exemplar incorporates each element of the model.
2. Reflect on your experience:
▫ How did using the model help the exemplar writer organize the exemplar?
▫ How was the writer able to use the model flexibly to maintain a unique voice and style?
3. Consider the instructional implications of your review, annotating lessons leading up to the assessment as needed.
▪ Read chapter 4 of the following resource: Vermont Writing Collaborative. Writing for Understanding: Using Backward Design to Help All Students Write Effectively. Authentic Education, 2008. Then take the following steps:
1. Examine the authors’ conclusions about the power of writing models to support students in being effective writers considering evidence from your classroom.
2. Annotate the research, noting conclusions with clear instructional implications, and then plan for how you will act on those in your teaching.
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Writing in Wit & Wisdom • K–8 Writing Progression
4. Next Steps for Professional Learning: K–8 Writing Progression
▪ Analyze the progression of writing instruction from Kindergarten through Grade 8, using the following steps:
1. Select a writing type.
2. Read through the EOM Task Progression Chart, provided in the following pages, for that writing type.
3. Annotate the chart in response to these questions:
▫ What similarities and differences do you notice across grades?
▫ How do expectations build on the work from the prior year?
▫ What role does each grade level play in building students’ skill with this writing type?
4. What are the instructional implications of this Kindergarten through Grade 8 progression? Consider steps teachers could take to intentionally strengthen the build, such as using similar phrases, symbols, or strategies to remember the writing model or incorporating into lessons any references to writing work students did at the prior grade level.
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opi
nion
stat
emen
t �
Two
supp
ortin
g re
ason
sent
ence
s fo
r the
opi
nion
�An
opi
nion
con
clus
ion
that
stat
es
the
opin
ion
agai
n �
Pict
ures
to a
dd in
form
atio
n to
th
e tr
avel
bro
chur
e
�D
emon
stra
tion
of u
nder
stan
ding
of
how
Cin
dere
lla c
hara
cter
s ev
oke
adm
irat
ion
�An
intr
oduc
tion
�An
opi
nion
stat
emen
t �
A re
ason
�A
conc
lusi
on th
at p
rovi
des a
se
nse
of c
losu
re
�An
intr
oduc
tion
�An
opi
nion
stat
emen
t �
Two
reas
ons (
one
for e
ach
food
) �
Two
piec
es o
f evi
denc
e (o
ne fo
r ea
ch fo
od)
�An
opi
nion
con
clus
ion
Gra
des
K–
8 E
nd-o
f-M
odul
e (E
OM
) Ta
sk P
rogr
essi
ons
Copyright © 2019 Great Minds®
Writing in Wit & Wisdom • Opinion/Argument–Grades K–2 WIT & WISDOM®
Page 19 of 42
Type
1: O
pini
on/A
rgum
ent—
Gra
des
K–
2G
rade
K M
odul
e 4
Gra
de 1
Mod
ule
4G
rade
2 M
odul
e 4
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te a
n op
inio
n st
atem
ent
abou
t whi
ch c
ontin
ent,
Asia
or
Eur
ope,
has
the
mos
t in
tere
stin
g th
ings
to d
o.2.
W
rite
an
opin
ion
para
grap
h ab
out w
hich
con
tinen
t, Af
rica
or A
ntar
ctic
a, h
as
the
mos
t int
eres
ting
natu
ral
feat
ures
.3.
W
rite
an
opin
ion
para
grap
h ab
out a
favo
rite
cha
ract
er
in W
hy M
osqu
itoes
Buz
z in
Peop
le’s
Ears
.4.
W
rite
an
opin
ion
para
grap
h ab
out w
hich
cont
inen
t, So
uth
Amer
ica
or A
ustr
alia
, has
the
mos
t int
eres
ting
anim
als.
5.
Wri
te a
n op
inio
n pa
ragr
aph
in th
e fo
rm o
f a le
tter
to
conv
ince
som
eone
to v
isit
Nor
th A
mer
ica.
1.
Wri
te a
n op
inio
n pa
ragr
aph
expl
aini
ng w
hat y
ou m
ost
adm
ire
abou
t Cin
dere
lla.
2.
Wri
te a
n op
inio
n pa
ragr
aph
telli
ng w
hat y
ou m
ost a
dmir
e ab
out E
lla.
3.
Wri
te a
n op
inio
n pa
ragr
aph
telli
ng w
hat y
ou m
ost a
dmire
ab
out A
delit
a or
Pea
r Bl
osso
m.
1.
Choo
se e
ither
the
stom
ach
or th
e sm
all
inte
stin
e. W
hat i
mpo
rtan
t job
s doe
s thi
s or
gan
do a
s par
t of t
he d
iges
tive
syst
em?
Cond
uct s
hare
d re
sear
ch in
a sm
all g
roup
. Th
en, i
ndiv
idua
lly, w
rite
an
info
rmat
ive
para
grap
h th
at in
clud
es a
t lea
st tw
o pi
eces
of
evi
denc
e fr
om th
e te
xt.
2.
Who
ben
efite
d th
e m
ost f
rom
mak
ing
the
soup
in B
one
Butt
on B
orsc
ht?
Wri
te a
n op
inio
n pa
ragr
aph.
3.
Whe
re d
oes n
ouri
shin
g fo
od c
ome
from
? D
escr
ibe
how
food
is c
reat
ed o
n a
big
farm
. Wri
te a
n in
form
ativ
e pa
ragr
aph
that
in
clud
es th
e st
eps a
nd th
e co
nnec
tions
be
twee
n th
em.
4.
Cons
ider
the
follo
win
g op
tions
: st
raw
berr
ies,
ora
nges
, car
rots
, and
br
occo
li. W
hich
one
wou
ld y
ou c
hoos
e to
be
nefit
you
r bod
y? S
uppo
rt y
our o
pini
on
with
evi
denc
e.
Writing in Wit & Wisdom • Opinion/Argument—Grades K–2 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 20 of 42
Typ
e 1:
Opi
nion
/Arg
umen
t—G
rade
s 3–
5G
rade
3 M
odul
e 2
Gra
de 4
Mod
ule
3G
rade
5 M
odul
e 3
Sum
mar
y of
EO
M
Task
For a
cla
ss w
ebsi
te, s
tude
nts w
rite
an
essa
y ex
pres
sing
thei
r opi
nion
abo
ut
the
mos
t im
port
ant s
teps
peo
ple
have
ta
ken
to le
arn
abou
t spa
ce.
Stud
ents
wri
te a
n op
inio
n es
say
in re
spon
se to
this
que
stio
n: In
yo
ur o
pini
on, w
ere
the
Amer
ican
pa
trio
ts ju
stifi
ed in
figh
ting
for t
heir
in
depe
nden
ce fr
om B
rita
in?
Stud
ents
wri
te a
n op
inio
n es
say,
ex
pres
sing
thei
r pos
ition
abo
ut th
e Ci
vil W
ar’s
effec
t on
the
Prui
tt fa
mily
fr
om T
he R
iver
bet
wee
n U
s.
Form
4-pa
ragr
aph
essa
y4-
or 5
-par
agra
ph e
ssay
4-pa
ragr
aph
essa
y
Wri
ting
M
odel
(H)I
-OR
EE-C
O
(H—
Hoo
k)*
I—In
trod
uctio
nO
—O
pini
on S
tate
men
t
Body
par
agra
ph:
R—
Rea
sons
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
O—
Opi
nion
Con
clus
ion
* St
uden
ts le
arn
to w
rite
an
open
ing
hook
in G
rade
4.
HI-
OR
EE-C
O
H—
Hoo
kI—
Intr
oduc
tion
O—
Opi
nion
Sta
tem
ent
Body
par
agra
ph:
R—
Rea
sons
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
O—
Opi
nion
Con
clus
ion
HI-
OR
EE-C
O
H—
Hoo
kI—
Intr
oduc
tion
O—
Opi
nion
Sta
tem
ent
Body
par
agra
ph:
R—
Rea
sons
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
O—
Opi
nion
Con
clus
ion
Writing in Wit & Wisdom • Opinion/Argument—Grades 3–5
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 21 of 42
Typ
e 1:
Opi
nion
/Arg
umen
t—G
rade
s 3–
5G
rade
3 M
odul
e 2
Gra
de 4
Mod
ule
3G
rade
5 M
odul
e 3
Cri
teri
a fo
r Su
cces
s
�An
intr
oduc
tion
�A
clea
r opi
nion
stat
emen
t �
Rea
sons
for t
he o
pini
on
supp
orte
d by
evi
denc
e fr
om th
e te
xt a
nd o
rgan
ized
in a
way
that
m
akes
sens
e �
A co
nclu
ding
stat
emen
t �
Link
ing
wor
ds
�An
intr
oduc
tion
that
pro
vide
s ne
eded
con
text
�A
clea
r opi
nion
stat
emen
t tha
t in
clud
es tw
o su
ppor
ting
reas
ons
�Tw
o su
ppor
ting
para
grap
hs th
at
deve
lop
and
expl
ain
each
reas
on �
Spec
ific
evid
ence
from
the
text
s,
citin
g ea
ch so
urce
�El
abor
atio
n on
how
the
text
ev
iden
ce c
onne
cts t
o ea
ch
para
grap
h’s f
ocus
�A
conc
lusi
on th
at re
stat
es th
e op
inio
n an
d pr
ovid
es a
refle
ctio
n on
the
topi
c �
Tran
sitio
nal w
ords
and
phr
ases
to
con
nect
idea
s
�A
brie
f ope
ning
par
agra
ph w
ith a
ho
ok a
nd a
n in
trod
uctio
n to
the
nove
l �
An o
pini
on o
n w
heth
er th
e Ci
vil
War
had
a m
ostly
pos
itive
or
mos
tly n
egat
ive
effec
t on
the
Prui
tt fa
mily
�
Two
reas
ons t
hat s
uppo
rt th
e op
inio
n �
Evid
ence
from
The
Riv
er
betw
een
Us t
o su
ppor
t the
re
ason
s �
Elab
orat
ion
on e
vide
nce
to
expl
ain
the
effec
t of w
ar o
n th
e Pr
uitt
fam
ily
�At
leas
t one
if–t
hen
elab
orat
ion
stat
emen
t �
A br
ief c
oncl
udin
g st
atem
ent
�Tr
ansi
tions
to li
nk o
pini
ons a
nd
reas
ons a
nd to
ord
er id
eas i
n a
logi
cal w
ay
Writing in Wit & Wisdom • Opinion/Argument—Grades 3–5 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 22 of 42
Typ
e 1:
Opi
nion
/Arg
umen
t—G
rade
s 3–
5G
rade
3 M
odul
e 2
Gra
de 4
Mod
ule
3G
rade
5 M
odul
e 3
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te a
mul
tiple
-par
agra
ph
expl
anat
ory
essa
y th
at e
xpla
ins
to fa
mili
es h
ow G
alile
o he
lped
pe
ople
lear
n ab
out s
pace
.2.
W
rite
a m
ultip
le-p
arag
raph
es
say
that
ans
wer
s the
follo
win
g qu
estio
n: W
ould
you
like
to h
ave
been
an
astr
onau
t on
the
Apol
lo
11 m
issi
on?
3.
Wri
te a
mul
tiple
-par
agra
ph
opin
ion
essa
y ab
out w
hich
pie
ce
of a
rt o
r tex
t bel
ongs
in a
libr
ary
exhi
bit a
bout
spac
e.
1.
Wri
te a
n ex
plan
ator
y es
say
to
resp
ond
to th
e fo
llow
ing
prom
pt:
Wha
t wer
e th
e pe
rspe
ctiv
es o
f the
tw
o m
ain
side
s of t
he A
mer
ican
R
evol
utio
n?
2.
Wri
te a
lett
er to
the
Sons
of
Libe
rty
as o
ne o
f the
follo
win
g ch
arac
ters
from
the
stor
y Co
loni
al V
oice
s: H
ear
Them
Sp
eak.
In th
e le
tter
, sta
te y
our
opin
ion
and
pers
pect
ive
on th
e Bo
ston
Tea
Par
ty.
3.
For a
n au
dien
ce w
ho is
un
fam
iliar
with
the
stor
y Th
e Sc
arle
t Sto
ckin
gs S
py, w
rite
an
essa
y to
exp
lain
Mad
dy R
ose’
s pe
rspe
ctiv
e on
the
Amer
ican
R
evol
utio
n an
d ho
w it
influ
ence
d he
r act
ions
in th
e st
ory.
4.
In
Woo
ds R
unne
r, G
ary
Paul
sen
wri
tes a
bout
the
Amer
ican
Sp
irit
and
how
it d
rove
Pat
riot
s to
con
tinue
figh
ting
desp
ite
deva
stat
ing
odds
. In
your
op
inio
n, w
ho b
est d
emon
stra
tes
Amer
ican
Spi
rit i
n W
oods
R
unne
r? W
rite
an
essa
y th
at
pres
ents
a st
rong
opi
nion
abo
ut
one
char
acte
r in
the
stor
y to
co
nvin
ce o
ther
s who
hav
e re
ad
the
book
to a
gree
with
you
that
th
is c
hara
cter
bes
t dem
onst
rate
s Am
eric
an S
piri
t.
1.
Wri
te a
n in
form
ativ
e/ex
plan
ator
y pa
ragr
aph
that
exp
lain
s a fa
ctor
th
at le
d to
the
star
t of t
he C
ivil
War
.2.
W
rite
an
opin
ion
essa
y ab
out
whe
ther
boy
sold
iers
wer
e aff
ecte
d by
figh
ting
in th
e Ci
vil
War
for b
ette
r or w
orse
.3.
W
rite
a jo
urna
l ent
ry fr
om
a ch
arac
ter’s
poi
nt o
f vie
w,
expl
aini
ng re
ason
s tha
t sup
port
a
char
acte
r’s o
pini
on.
4.
Wri
te a
n in
form
ativ
e/ex
plan
ator
y pa
ragr
aph
that
exp
lain
s the
m
eani
ng o
f an
impo
rtan
t ana
logy
fr
om T
he R
iver
bet
wee
n U
s.
Writing in Wit & Wisdom • Opinion/Argument—Grades 3–5
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 23 of 42
Type
1: O
pini
on/A
rgum
ent—
Gra
des
6–8
Gra
de 6
Mod
ule
3G
rade
7 M
odul
e 3
Gra
de 8
Mod
ule
3
Sum
mar
y of
EO
M
Task
Stud
ents
wri
te a
n ar
gum
ent
essa
y to
arg
ue w
heth
er so
cial
or
envi
ronm
enta
l fac
tors
had
the
mos
t si
gnifi
cant
effe
ct o
n th
e Ja
mes
tow
n ea
rly
sett
lers
’ str
uggl
e to
thri
ve.
Stud
ents
wri
te a
n ar
gum
ent e
ssay
to
arg
ue w
heth
er la
ngua
ge is
mor
e po
wer
ful w
hen
used
to u
plift
or t
o co
ntro
l.
Stud
ents
wri
te a
n ar
gum
ent e
ssay
to
arg
ue w
heth
er a
genc
y or
fate
di
rect
s the
out
com
e of
a ro
man
tic
rela
tions
hip
for o
ne o
f the
pla
y’s
char
acte
rs.
Form
4-pa
ragr
aph
essa
y4-
para
grap
h es
say
4- o
r 5-p
arag
raph
ess
ay
Wri
ting
M
odel
HI-
CREE
A-CC
*
H—
Hoo
kI—
Intr
oduc
tion
C—Cl
aim
Body
par
agra
phs:
R—
Rea
son
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
C—Co
nclu
sion
* Pe
r Com
mon
Cor
e St
ate
Stan
dard
s (C
CSS)
, Gra
de 6
stud
ents
do
not
addr
ess a
ltern
ate
or o
ppos
ing
clai
ms.
HI-
CREE
A-CC
H—
Hoo
kI—
Intr
oduc
tion
C—Cl
aim
Body
par
agra
phs:
R—
Rea
son
E—Ev
iden
ceE—
Elab
orat
ion
A—Al
tern
ate
Clai
m(s
)C—
Conc
ludi
ng S
tate
men
t
C—Co
nclu
sion
HI-
CREE
A-CC
H—
Hoo
kI—
Intr
oduc
tion
C—Cl
aim
Body
par
agra
phs:
R—
Rea
son
E—Ev
iden
ceE—
Elab
orat
ion
A—Al
tern
ate
Clai
m(s
)C—
Conc
ludi
ng S
tate
men
t
C—Co
nclu
sion
Writing in Wit & Wisdom • Opinion/Argument—Grades 6–8 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 24 of 42
Type
1: O
pini
on/A
rgum
ent—
Gra
des
6–8
Gra
de 6
Mod
ule
3G
rade
7 M
odul
e 3
Gra
de 8
Mod
ule
3
Cri
teri
a fo
r Su
cces
s
�D
emon
stra
tion
of u
nder
stan
ding
of
the
fact
ors t
hat t
hrea
tene
d th
e su
rviv
al o
f the
Jam
esto
wn
colo
ny �
An in
trod
uctio
n th
at in
clud
es a
ho
ok, i
ntro
duct
ion,
cla
im, a
nd a
pr
evie
w o
f rea
sons
�Tw
o ar
gum
ent s
uppo
rtin
g pa
ragr
aphs
that
eac
h in
clud
e th
e fo
llow
ing
item
s: ▫
a cl
ear r
easo
n to
supp
ort t
he
clai
m ▫
text
ual e
vide
nce
to su
ppor
t th
e re
ason
▫el
abor
atio
n th
at e
xpla
ins
how
the
evid
ence
supp
orts
th
e re
ason
▫tr
ansi
tiona
l wor
ds o
r ph
rase
s ▫
a co
nclu
ding
stat
emen
t tha
t re
info
rces
the
reas
on a
nd
clos
es th
e pa
ragr
aph
�A
conc
lusi
on th
at re
info
rces
the
argu
men
t and
offe
rs a
“So
Wha
t”
refle
ctin
g th
e la
rger
sign
ifica
nce
�An
eng
agin
g in
trod
ucto
ry
para
grap
h th
at c
lear
ly st
ates
a
clai
m a
s to
whi
ch u
se o
f lan
guag
e is
mos
t pow
erfu
l �
Two
reas
ons f
or w
hy th
is u
se o
f la
ngua
ge is
mos
t pow
erfu
l �
Text
ual e
vide
nce
and
elab
orat
ion
to su
ppor
t the
reas
ons
�Ac
know
ledg
men
t of a
ltern
ate
or
oppo
sing
cla
ims
�A
conc
lusi
on th
at re
info
rces
th
e ar
gum
ent a
nd su
ppor
ts it
s si
gnifi
canc
e �
Use
of w
ords
, phr
ases
, and
cl
ause
s as t
rans
ition
s to
crea
te c
ohes
ion
and
clar
ify
the
rela
tions
hips
am
ong
clai
ms,
reas
ons,
evi
denc
e, a
nd
elab
orat
ion
�An
evi
denc
e-ba
sed
clai
m �
Dev
elop
men
t of t
he e
vide
nce-
base
d cl
aim
with
reas
ons
�W
ell-c
hose
n an
d w
ell-o
rgan
ized
ev
iden
ce to
supp
ort t
he re
ason
s �
Supp
ort o
f the
ove
rall
sequ
ence
of
the
argu
men
t thr
ough
el
abor
atio
n on
evi
denc
e �
Tran
sitio
ns th
at c
onne
ct re
ason
s to
cla
ims,
evi
denc
e to
reas
ons,
an
d el
abor
atio
n to
evi
denc
e �
Dis
tinct
ion
betw
een
the
clai
m
and
an a
ltern
ate
or o
ppos
ing
clai
m th
roug
h us
e of
app
ropr
iate
tr
ansi
tions
�A
conc
lusi
on th
at su
ms u
p th
e ar
gum
ent w
ith c
lear
and
dir
ect
lang
uage
Writing in Wit & Wisdom • Opinion/Argument—Grades 6–8
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 25 of 42
Type
1: O
pini
on/A
rgum
ent—
Gra
des
6–8
Gra
de 6
Mod
ule
3G
rade
7 M
odul
e 3
Gra
de 8
Mod
ule
3
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te tw
o ex
plan
ator
y pa
ragr
aphs
. In
the
first
pa
ragr
aph,
exp
lain
Sam
uel’s
po
int o
f vie
w a
bout
one
of t
he
soci
al o
r en
viro
nmen
tal f
acto
rs
thre
aten
ing
Jam
esto
wn.
The
n,
in th
e se
cond
par
agra
ph, e
xpla
in
how
Car
bone
use
s lan
guag
e an
d sp
ecifi
c w
ord
choi
ce to
dev
elop
an
d ill
ustr
ate
his p
oint
of v
iew
ab
out t
hat f
acto
r.2.
W
rite
a c
laim
and
two
argu
men
tativ
e pa
ragr
aphs
ar
guin
g w
ho h
ad th
e gr
eate
st
impa
ct o
n Sa
mue
l’s g
row
th
and
chan
ge a
s he
navi
gate
d th
e un
know
ns in
his
new
wor
ld o
f Ja
mes
tow
n.3.
W
rite
an
essa
y in
whi
ch y
ou
argu
e w
heth
er C
hief
Pow
hata
n’s
pers
pect
ive
in th
is sp
eech
is
just
ified
or n
ot, g
iven
the
rela
tions
hip
betw
een
the
sett
lers
an
d th
e Po
wha
tans
as d
epic
ted
in
Carb
one’
s tex
t.4.
W
rite
an
expl
anat
ory
essa
y in
whi
ch y
ou c
ompa
re a
nd
cont
rast
Car
bone
’s an
d W
alke
r’s
pres
enta
tions
of R
icha
rd M
utto
n.
5.
Cond
uct i
nfor
mal
rese
arch
abo
ut
a qu
estio
n or
topi
c of
you
r cho
ice
abou
t Jam
esto
wn.
Cre
ate
a po
ster
an
d el
evat
or sp
eech
to sh
are
your
ne
w le
arni
ng.
1.
Wri
te a
par
agra
ph a
bout
why
“I
Hav
e a
Dre
am” i
s ins
piri
ng,
expl
aini
ng b
oth
the
cont
ribu
tion
of K
ing’
s wri
tten
wor
ds in
the
tran
scri
pt a
nd th
e co
ntri
butio
n of
his
voc
al d
eliv
ery
and
imag
e de
tails
in th
e vi
deo.
2.
W
rite
an
argu
men
t par
agra
ph
abou
t whi
ch o
f the
thre
e an
imal
s—Sq
ueal
er, B
oxer
, or
the
shee
p—is
mos
t infl
uent
ial
in h
elpi
ng N
apol
eon
gain
and
m
aint
ain
pow
er in
Ani
mal
Far
m.
3.
Wri
te a
n ar
gum
ent p
arag
raph
ab
out t
he m
ost i
mpo
rtan
t the
me
abou
t the
pow
er o
f lan
guag
e th
at
Orw
ell d
evel
ops i
n An
imal
Far
m.
1.
Wri
te fo
ur in
form
ativ
e/ex
plan
ator
y pa
ragr
aphs
that
id
entif
y an
d ex
plai
n on
e ch
arac
ter’s
und
erst
andi
ng o
f lo
ve fr
om A
Mid
sum
mer
Nig
ht’s
Dre
am.
2.
Wri
te tw
o in
form
ativ
e/ex
plan
ator
y pa
ragr
aphs
that
ex
plai
n an
d ev
alua
te H
elen
Fi
sher
’s ar
gum
ent i
n “I
n th
e Br
ain,
Rom
antic
Lov
e Is
Bas
ical
ly
an A
ddic
tion.
”3.
W
rite
two
info
rmat
ive/
expl
anat
ory
para
grap
hs th
at
expl
ain
how
the
love
tria
ngle
in
Kur
t Von
negu
t’s “E
PICA
C” d
raw
s on
the
com
plex
ities
of l
ove
in A
M
idsu
mm
er N
ight
’s D
ream
and
al
so m
akes
this
pat
tern
of e
vent
s ne
w.
4.
Wri
te a
one
-par
agra
ph a
rgum
ent
abou
t whe
ther
love
is st
rang
e or
true
that
is su
ppor
ted
with
reas
on, e
vide
nce,
and
el
abor
atio
n.
Writing in Wit & Wisdom • Opinion/Argument—Grades 6–8 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 26 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
Wri
ting
—G
rade
s K
–2
Gra
de K
Mod
ule
1G
rade
1 M
odul
e 2
Gra
de 2
Mod
ule
1Su
mm
ary
of E
OM
Ta
sk
Stud
ents
exp
lain
how
the
five
sens
es
help
bot
h th
em a
nd a
cha
ract
er fr
om
a te
xt le
arn.
Stud
ents
exp
lain
an
anim
al’s
uniq
ue
feat
ures
by
usin
g ev
iden
ce th
ey
gath
er d
urin
g sh
ared
cla
ss re
sear
ch.
Stud
ents
exp
lain
how
cha
nges
in fa
ll w
eath
er a
ffect
pla
nts o
r ani
mal
s by
usin
g ev
iden
ce fr
om tw
o te
xts.
Form
2-se
nten
ce b
ook
1 par
agra
ph1 p
arag
raph
Wri
ting
M
odel
TopI
C bo
ok (T
opic
San
dwic
h)
Top—
Topi
cI—
Info
rmat
ion
TopI
C pa
ragr
aph
(Top
ic S
andw
ich)
Top—
Topi
c St
atem
ent
I—In
form
atio
nC—
Conc
lusi
on
I-TE
E-C*
par
agra
ph
T—To
pic
Stat
emen
tE—
Evid
ence
E—El
abor
atio
nC—
Conc
lusi
on
* St
uden
ts le
arn
to w
rite
in
trod
uctio
ns (t
he I
in I-
TEE-
C) in
G
rade
2 M
odul
e 2.
Inst
ruct
ion
on
elab
orat
ion
appe
ars i
n G
rade
3.
Cri
teri
a fo
r Su
cces
s
�D
raw
ings
and
labe
ls to
show
w
hat a
cha
ract
er le
arns
abo
ut th
e w
orld
by
usin
g hi
s sen
ses
�D
raw
ings
and
labe
ls to
show
ho
w th
e se
nse
of si
ght o
r hea
ring
su
ppor
ts le
arni
ng fr
om th
e te
xt �
Res
pons
e to
all
part
s of t
he
prom
pt �
The
nam
e of
the
text
und
er
disc
ussi
on �
The
nam
e of
the
char
acte
r �
One
pie
ce o
f evi
denc
e fr
om th
e te
xt �
A m
atch
bet
wee
n dr
awin
g an
d ev
iden
ce fr
om th
e te
xt �
Use
of i
llust
ratio
ns a
nd w
ords
fr
om th
e te
xt to
add
det
ails
�A
topi
c st
atem
ent t
hat n
ames
the
anim
al a
nd it
s uni
que
feat
ures
�Tw
o or
mor
e de
tails
of h
ow th
e an
imal
use
s the
feat
ures
�A
conc
lusi
on th
at e
ither
rest
ates
or
rela
tes t
o th
e to
pic
stat
emen
t
�A
topi
c st
atem
ent t
hat c
onve
ys
the
esse
ntia
l ide
a of
the
para
grap
h an
d an
swer
s the
qu
estio
n �
Thre
e or
mor
e ev
iden
ce se
nten
ces
from
two
diffe
rent
mod
ule
text
s �
A co
nclu
sion
Writing in Wit & Wisdom • Informative/Explanatory—Grades K–2
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 27 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
Wri
ting
—G
rade
s K
–2
Gra
de K
Mod
ule
1G
rade
1 M
odul
e 2
Gra
de 2
Mod
ule
1
Focu
sing
Q
uest
ion
Task
s
1.
As a
gro
up, w
rite
a b
ook
that
id
entifi
es th
e fiv
e se
nses
. Mat
ch
each
sens
e w
ith it
s cor
resp
ondi
ng
sens
ory
orga
n, a
nd d
escr
ibe
a re
late
d se
nsor
y ex
peri
ence
.2.
As
a g
roup
, wri
te a
boo
k th
at
iden
tifies
how
the
boy
from
Al
iki’s
My
Five
Sen
ses u
ses h
is
sens
es in
the
stor
y.3.
In
pai
rs, w
rite
a b
ook
that
id
entifi
es h
ow a
cha
ract
er u
ses
his s
ense
s of s
ight
and
hea
ring
to
lear
n ab
out t
he w
orld
. 4.
In
pai
rs, w
rite
a b
ook
that
de
scri
bes h
ow th
e se
nses
of s
ight
an
d he
arin
g he
lp re
ader
s to
lear
n fr
om th
e te
xt C
hick
a Ch
icka
Bo
om B
oom
. Lab
el d
raw
ings
with
in
itial
lett
er so
unds
.5.
In
divi
dual
ly, w
rite
a b
ook
that
de
scri
bes h
ow th
e se
nses
of s
ight
an
d he
arin
g w
ere
used
to le
arn
from
the
text
Rap
a T
ap T
ap.
Labe
l dra
win
gs w
ith in
itial
lett
er
soun
ds.
1.
Wri
te a
n in
form
ativ
e pa
ragr
aph
stat
ing
the
less
on o
f Sev
en B
lind
Mic
e.2.
W
rite
an
info
rmat
ive
para
grap
h to
ans
wer
the
Focu
sing
Que
stio
n:
How
did
Jan
e G
ooda
ll m
ake
disc
over
ies a
bout
ani
mal
s?3.
W
rite
an
info
rmat
ive
para
grap
h to
ans
wer
the
Focu
sing
Que
stio
n:
How
do
sea
hors
es u
se th
eir
uniq
ue fe
atur
es?
4.
Wri
te a
n in
form
ativ
e pa
ragr
aph
expl
aini
ng h
ow tw
o an
imal
s fro
m
the
text
Wha
t Do
You
Do
with
a
Tail
Like
Thi
s? u
se th
e sa
me
feat
ure
diffe
rent
ly.
5.
Wri
te a
n in
form
ativ
e pa
ragr
aph
stat
ing
the
poin
t the
aut
hor o
f N
ever
Sm
ile a
t a M
onke
y m
akes
in
the
text
.
1.
Wri
te a
topi
c st
atem
ent u
sing
ke
y te
rms f
rom
the
Focu
sing
Q
uest
ion
and
mod
ule
voca
bula
ry
to c
olla
bora
tivel
y w
rite
an
info
rmat
ive
para
grap
h on
the
impa
ct o
f fal
l on
peop
le a
nd
natu
re.
2.
Wri
te a
n in
form
ativ
e pa
ragr
aph
with
a to
pic
stat
emen
t and
ev
iden
ce e
xpla
inin
g ho
w th
e Li
ttle
Yel
low
Lea
f cha
nges
.3.
W
rite
an
info
rmat
ive
para
grap
h w
ith a
topi
c st
atem
ent a
nd
evid
ence
exp
lain
ing
how
the
cham
eleo
n ch
ange
s.4.
W
rite
an
info
rmat
ive
para
grap
h ex
plai
ning
the
impa
ct o
f fal
l w
eath
er o
n le
aves
.5.
W
rite
an
info
rmat
ive
para
grap
h ex
plai
ning
how
Sky
Tre
e sh
ows
the
cycl
e of
cha
nge
in th
e se
ason
s.
Writing in Wit & Wisdom • Informative/Explanatory—Grades K–2 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 28 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
—G
rade
s 3–
5G
rade
3 M
odul
e 1
Gra
de 4
Mod
ule
1G
rade
5 M
odul
e 1
Sum
mar
y of
EO
M
Task
Stud
ents
exp
lain
why
aut
hors
, art
ists
, or
scie
ntis
ts e
xplo
re th
e se
a.St
uden
ts e
xpla
in fi
gura
tive
and
liter
al
mea
ning
s of t
he te
rm g
reat
hea
rt.
Stud
ents
exp
lain
how
Chi
ef J
osep
h’s
“Lin
coln
Hal
l Spe
ech”
con
veys
Nez
Pe
rce
belie
fs a
nd v
alue
s.
Form
2-pa
ragr
aph
essa
y4-
para
grap
h es
say
4-pa
ragr
aph
essa
y
Wri
ting
M
odel
ToSE
EC*
para
grap
h
ToS—
Topi
c St
atem
ent
Li
nkin
g W
ord
E—Ev
iden
ce
E—El
abor
atio
n
Link
ing
Wor
dE—
Evid
ence
E—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
* G
rade
3 M
odul
e 2
incl
udes
exp
licit
inst
ruct
ion
on w
ritin
g a
conc
lusi
on
(the
C in
ToS
EEC)
.
ToSE
EC e
ssay
H—
Hoo
kI—
Intr
oduc
tion
T—Th
esis
(The
term
focu
sing
st
atem
ent i
s use
d in
the
mod
ule.
)
Body
par
agra
phs:
ToS—
Topi
c St
atem
ent
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
C—Co
nclu
sion
ToSE
EC e
ssay
H—
Hoo
kI—
Intr
oduc
tion
T—Th
esis
Body
par
agra
phs:
ToS—
Topi
c St
atem
ent
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
C—Co
nclu
sion
Writing in Wit & Wisdom • Informative/Explanatory—Grades 3–5
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 29 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
Wri
ting
—G
rade
s 3–
5G
rade
3 M
odul
e 1
Gra
de 4
Mod
ule
1G
rade
5 M
odul
e 1
Cri
teri
a fo
r Su
cces
s
�At
leas
t tw
o pa
ragr
aphs
to
expl
ain
why
peo
ple
expl
ore
the
sea
�A
clea
r top
ic st
atem
ent t
hat
intr
oduc
es th
e ce
ntra
l ide
a of
ea
ch p
arag
raph
�U
se o
f par
agra
phs t
o or
gani
ze
rela
ted
info
rmat
ion
into
gro
ups
�Li
nkin
g w
ords
that
show
the
rela
tions
hip
amon
g id
eas
�Fa
cts,
defi
nitio
ns, a
nd d
etai
ls
from
the
text
�U
se o
f inf
orm
atio
n ga
ined
from
ill
ustr
atio
ns
�An
intr
oduc
tion
that
pre
sent
s the
to
pic
and
prov
ides
con
text
�A
clea
r foc
us st
atem
ent t
hat
incl
udes
the
two
poin
ts in
the
essa
y �
Two
supp
ortin
g pa
ragr
aphs
—on
e th
at e
xpla
ins a
lite
ral g
reat
hea
rt
and
one
that
exp
lain
s a fi
gura
tive
grea
t hea
rt �
In e
ach
supp
ortin
g pa
ragr
aph,
ev
iden
ce fr
om th
e te
xt to
supp
ort
the
focu
s �
In e
ach
supp
ortin
g pa
ragr
aph,
el
abor
atio
n to
exp
lain
how
the
evid
ence
supp
orts
the
focu
s �
A co
nclu
ding
stat
emen
t tha
t re
info
rces
and
refle
cts o
n th
e fo
cus s
tate
men
t
�An
intr
oduc
tion
that
pro
vide
s ba
ckgr
ound
or c
onte
xt fo
r the
to
pic
�A
clea
r the
sis t
hat s
tate
s tw
o be
liefs
or v
alue
s of t
he N
ez P
erce
�
Two
supp
ortin
g pa
ragr
aphs
—on
e th
at d
evel
ops e
ach
belie
f or v
alue
id
entifi
ed in
the
thes
is
�In
eac
h su
ppor
ting
para
grap
h,
evid
ence
from
Chi
ef J
osep
h’s
“Lin
coln
Hal
l Spe
ech”
that
su
ppor
ts th
e id
entifi
ed b
elie
f or
valu
e �
In e
ach
supp
ortin
g pa
ragr
aph,
el
abor
atio
n of
evi
denc
e to
exp
lain
ho
w it
show
s an
impo
rtan
t Nez
Pe
rce
valu
e or
bel
ief,
and
how
th
at v
alue
or b
elie
f gui
des C
hief
Jo
seph
’s w
ords
�
Tran
sitio
ns in
and
bet
wee
n pa
ragr
aphs
�
A co
nclu
sion
that
rein
forc
es
the
thes
is a
nd re
flect
s on
its
sign
ifica
nce
Writing in Wit & Wisdom • Informative/Explanatory—Grades 3–5 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 30 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
Wri
ting
—G
rade
s 3–
5G
rade
3 M
odul
e 1
Gra
de 4
Mod
ule
1G
rade
5 M
odul
e 1
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te a
par
agra
ph e
xpla
inin
g ho
w a
rt re
veal
s an
impo
rtan
t ch
arac
teri
stic
of t
he se
a.2.
W
rite
and
illu
stra
te tw
o pa
ragr
aphs
exp
lain
ing
to
youn
ger s
tude
nts w
hy a
nd h
ow
scie
ntis
ts e
xplo
re th
e se
a.3.
Cr
eate
a d
idac
tic w
all p
anel
fo
r a v
isito
r to
an a
quar
ium
ex
plai
ning
a p
iece
of e
quip
men
t us
ed to
stud
y sh
arks
or s
quid
s.
Expl
ain
why
scie
ntis
ts n
eede
d th
is e
quip
men
t and
how
it
wor
ks.
1.
Wri
te a
n in
form
ativ
e pa
ragr
aph
that
exp
lain
s how
Cla
ra B
arto
n,
Hel
en K
elle
r, or
Ann
e Fr
ank
dem
onst
rate
d a
figur
ativ
e gr
eat
hear
t.2.
W
rite
an
info
rmat
ive
para
grap
h th
at e
xpla
ins w
hat i
t mea
ns to
ha
ve a
lite
ral g
reat
hea
rt.
3.
Wri
te a
n in
form
ativ
e pa
ragr
aph
to id
entif
y a
them
e in
Sha
ron
Cree
ch’s
Love
Tha
t Dog
, and
ex
plai
n ho
w th
e au
thor
dev
elop
s th
is th
eme
by sh
owin
g a
chan
ge
in J
ack
from
the
begi
nnin
g to
th
e en
d of
Lov
e Th
at D
og.
1.
Wri
te a
par
agra
ph su
mm
ary
of
the
info
rmat
iona
l tex
t “A
New
N
atio
n Co
mes
to th
e In
dian
Co
untr
y.”
2.
Wri
te a
n in
form
ativ
e/ex
plan
ator
y pa
ragr
aph
that
ex
plai
ns h
ow th
e N
ez P
erce
ho
mel
and
sust
aine
d on
e as
pect
of
the
trib
e’s l
ifest
yle
and
cultu
re.
3.
Cont
ribu
te id
eas i
n a
Socr
atic
Se
min
ar to
ana
lyze
the
role
s th
at tr
aditi
onal
stor
ies p
lay
in N
ez P
erce
cul
ture
, dra
win
g co
mpa
riso
ns b
etw
een
the
stor
ies
“Coy
ote
and
the
Mon
ster
” and
“H
ow B
eave
r Sto
le F
ire
from
th
e Pi
nes”
to su
ppor
t res
pons
es.
Follo
win
g th
e se
min
ar, r
eflec
t on
lear
ning
by
wri
ting
one
or
two
para
grap
hs to
exp
lain
how
th
e tw
o st
orie
s ser
ve si
mila
r ro
les i
n N
ez P
erce
cul
ture
.4.
W
rite
an
expl
anat
ory
para
grap
h co
ntra
stin
g th
e si
gnifi
canc
e of
th
e N
ez P
erce
hom
elan
d to
the
Nez
Per
ce tr
ibe
and
to th
e U
S go
vern
men
t and
sett
lers
usi
ng
evid
ence
from
Thu
nder
Rol
ling
in th
e M
ount
ains
, cha
pter
s 1–3
an
d th
e cl
ip fr
om th
e fil
m A
La
ndsc
ape
of H
isto
ry.
5.
Wri
te a
n es
say
to c
ompa
re a
nd
cont
rast
Chi
ef J
osep
h’s a
nd
Soun
d of
Run
ning
Fee
t’s m
ost
impo
rtan
t bel
iefs
and
val
ues,
ex
plai
ning
how
thes
e si
mila
r an
d di
ffere
nt b
elie
fs a
nd v
alue
s gu
ide
the
char
acte
rs’ a
ctio
ns in
th
e no
vel T
hund
er R
ollin
g in
the
Mou
ntai
ns.
Writing in Wit & Wisdom • Informative/Explanatory—Grades 3–5
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 31 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
Wri
ting
—G
rade
s 6–
8G
rade
6 M
odul
e 1
Gra
de 7
Mod
ule
2G
rade
8 M
odul
e 2
Sum
mar
y of
EO
M
Task
Stud
ents
wri
te a
cau
se-a
nd-e
ffect
es
say
anal
yzin
g th
e tr
ansf
orm
atio
n in
ei
ther
Bud
or B
illy
Jo a
s a re
spon
se to
ha
rdsh
ip.
Stud
ents
wri
te a
n in
form
ativ
e es
say
anal
yzin
g W
orld
War
II’s
effec
t on
Ned
Beg
ay o
r Jea
nne
Wak
atsu
ki
Hou
ston
.
Stud
ents
wri
te a
n ex
plan
ator
y es
say
to e
xpla
in a
psy
chol
ogic
al e
ffect
of
war
on
Paul
.
Form
4-pa
ragr
aph
essa
y 4-
or 5
-par
agra
ph e
ssay
4- o
r 5-p
arag
raph
ess
ay
Wri
ting
M
odel
ToSE
EC e
ssay
H—
Hoo
kI—
Intr
oduc
tion
T—Th
esis
or F
ocus
ing
Stat
emen
t
Body
par
agra
phs:
ToS—
Topi
c St
atem
ent
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
C—Co
nclu
sion
ToSE
EC e
ssay
H—
Hoo
kI—
Intr
oduc
tion
T—Th
esis
or F
ocus
ing
Stat
emen
t
Body
par
agra
phs:
ToS—
Topi
c St
atem
ent
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
C—Co
nclu
sion
ToSE
EC e
ssay
H—
Hoo
kI—
Intr
oduc
tion
T—Th
esis
or F
ocus
ing
Stat
emen
t
Body
par
agra
phs:
ToS—
Topi
c St
atem
ent
E—Ev
iden
ceE—
Elab
orat
ion
C—Co
nclu
ding
Sta
tem
ent
C—Co
nclu
sion
Writing in Wit & Wisdom • Informative/Explanatory—Grades 6–8 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 32 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
Wri
ting
—G
rade
s 6–
8G
rade
6 M
odul
e 1
Gra
de 7
Mod
ule
2G
rade
8 M
odul
e 2
Cri
teri
a fo
r Su
cces
s
�An
intr
oduc
tory
par
agra
ph w
ith
a ho
ok, a
n in
trod
uctio
n, a
nd a
th
esis
that
con
veys
how
har
dshi
p al
tere
d Bu
d’s o
r Bill
ie J
o’s
pers
pect
ive
of a
nd re
latio
nshi
p w
ith so
meo
ne o
r som
ethi
ng �
Body
par
agra
phs t
hat i
nclu
de th
e fo
llow
ing:
▫a
topi
c st
atem
ent
▫te
xtua
l evi
denc
e ▫
elab
orat
ion
that
exp
lain
s ho
w th
e ev
iden
ce d
evel
ops
the
idea
▫tr
ansi
tiona
l wor
ds o
r ph
rase
s to
show
con
nect
ions
am
ong
sent
ence
s and
idea
s ▫
a co
nclu
ding
stat
emen
t tha
t re
info
rces
the
idea
�A
conc
lusi
on th
at re
info
rces
the
thes
is a
nd m
ain
poin
ts a
nd o
ffers
a
“So
Wha
t” re
flect
ing
the
thes
is’s
larg
er si
gnifi
canc
e
�An
intr
oduc
tory
par
agra
ph th
at
sum
mar
izes
the
indi
vidu
al’s
back
grou
nd a
nd w
artim
e ex
peri
ence
as n
eede
d �
Clea
r org
aniz
atio
n of
idea
s and
us
e of
tran
sitio
ns (t
hrou
gh
wor
ds, p
hras
es, o
r cla
uses
) to
deve
lop
the
essa
y �
Rel
evan
t fac
ts, d
etai
ls, a
nd
quot
atio
ns fr
om th
e te
xt �
Wor
ds a
nd id
eas t
hat s
how
kn
owle
dge
of th
e es
say
topi
c �
A co
nclu
ding
par
agra
ph th
at
build
s off
and
supp
orts
the
essa
y’s i
deas
�Id
entifi
catio
n of
a b
road
ca
tego
ry—
a ps
ycho
logi
cal e
ffect
of
the
war
on
Paul
—in
the
thes
is �
Iden
tifica
tion
of su
bcat
egor
ies o
f th
is p
sych
olog
ical
effe
ct in
two
body
par
agra
phs
�U
se o
f sub
cate
gori
es to
stru
ctur
e th
e bo
dy p
arag
raph
s �
Incl
usio
n in
the
essa
y of
thre
e in
cide
nts f
rom
the
nove
l tha
t bes
t re
pres
ent t
his e
ffect
�Ex
plan
atio
n of
how
this
effe
ct
deve
lops
acr
oss m
ultip
le
inci
dent
s in
the
nove
l
Writing in Wit & Wisdom • Informative/Explanatory—Grades 6–8
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 33 of 42
Type
2: I
nfor
mat
ive/
Exp
lana
tory
Wri
ting
—G
rade
s 6–
8G
rade
6 M
odul
e 1
Gra
de 7
Mod
ule
2G
rade
8 M
odul
e 2
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te a
ToS
EEC
para
grap
h in
w
hich
you
exp
lain
wha
t mak
es
Bud
a su
rviv
or.
2.
Wri
te tw
o To
SEEC
par
agra
phs i
n w
hich
you
exp
lain
two
hard
ship
s pe
ople
face
d du
ring
the
Gre
at
Dep
ress
ion.
3.
Wri
te a
ToS
EEC
min
i-ess
ay
(an
intr
oduc
tion
and
two
body
pa
ragr
aphs
) in
whi
ch y
ou e
xpla
in
how
Bud
has
bee
n tr
ansf
orm
ed
by h
is jo
urne
y.
4.
Wri
te a
ToS
EEC
min
i-ess
ay
(an
intr
oduc
tion
and
two
body
pa
ragr
aphs
) in
whi
ch y
ou e
xpla
in
how
peo
ple
duri
ng th
e G
reat
D
epre
ssio
n an
d th
e ch
arac
ters
in
Out
of t
he D
ust s
usta
ined
thei
r sp
irits
dur
ing
this
diffi
cult
time
in
our h
isto
ry.
5.
Wri
te a
cau
se-a
nd-e
ffect
ToS
EEC
essa
y (in
trod
uctio
n, tw
o bo
dy
para
grap
hs, a
nd a
con
clus
ion)
in
whi
ch y
ou e
xpla
in h
ow
hard
ship
(cau
se) c
hang
es B
illie
Jo
’s re
latio
nshi
p w
ith a
noth
er
char
acte
r, a
part
icul
ar o
bjec
t, or
th
e la
nd (e
ffect
).6.
Af
ter e
ngag
ing
in th
e So
crat
ic
Sem
inar
, wri
te a
cau
se-a
nd-e
ffect
To
SEEC
par
agra
ph in
resp
onse
to
one
of th
e fo
llow
ing
ques
tions
. �H
ow d
oes h
ards
hip
thre
aten
Bi
llie
Jo’s
emot
iona
l sur
viva
l, an
d w
hat r
espo
nse
enab
les h
er
to su
rviv
e? �H
ow d
oes h
ards
hip
thre
aten
Ba
yard
Kel
by’s
emot
iona
l su
rviv
al, a
nd w
hat r
espo
nse
enab
les h
im to
surv
ive?
1.
Use
an
evid
ence
gui
de to
iden
tify
impo
rtan
t asp
ects
of N
ed B
egay
’s N
avaj
o id
entit
y in
Cod
e Ta
lker
. 2.
W
rite
a p
arag
raph
that
ana
lyze
s ho
w a
par
ticul
ar a
spec
t of N
avaj
o cu
lture
supp
orts
Ned
Beg
ay o
ver
the
cour
se o
f Cod
e Ta
lker
.3.
In
two
para
grap
hs, a
naly
ze h
ow
Wak
atsu
ki H
oust
on d
evel
ops t
wo
cent
ral i
deas
ove
r the
cou
rse
of
Fare
wel
l to
Man
zana
r.
1.
Wri
te tw
o ex
plan
ator
y pa
ragr
aphs
that
iden
tify
and
expl
ain
the
Briti
sh a
nd A
mer
ican
re
ason
s for
join
ing
Wor
ld W
ar I.
2.
Wri
te a
one
-pag
e le
tter
from
th
e po
int o
f vie
w o
f a c
hara
cter
fr
om A
ll Q
uiet
on
the
Wes
tern
Fr
ont t
hat d
emon
stra
tes a
n un
ders
tand
ing
of th
e co
nditi
ons
of th
e fr
ont a
nd th
eir e
ffect
s on
a so
ldie
r.3.
W
rite
a th
ree-
para
grap
h ex
plan
ator
y es
say
that
eva
luat
es
how
a sc
ene
from
Lew
is
Mile
ston
e’s 1
930
adap
tatio
n of
All
Qui
et o
n th
e W
este
rn
Fron
t int
erpr
ets w
ar’s
effec
t on
hum
anity
in c
ompa
riso
n to
the
nove
l.4.
W
rite
a fo
ur-p
arag
raph
ex
plan
ator
y es
say
that
exp
lain
s ho
w a
n ar
ticle
abo
ut fe
mal
e sh
ell-
shoc
k vi
ctim
s mak
es c
onne
ctio
ns
and
dist
inct
ions
am
ong
idea
s ab
out t
he p
sych
olog
ical
effe
cts o
f w
ar o
n m
en a
nd w
omen
.
Writing in Wit & Wisdom • Informative/Explanatory—Grades 6–8 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 34 of 42
Type
3: N
arra
tive
—G
rade
s K
–2
Gra
de K
Mod
ule
2G
rade
1 M
odul
e 1
Gra
de 2
Mod
ule
3
Sum
mar
y of
EO
M
Task
Stud
ents
wri
te a
n or
igin
al n
arra
tive
set o
n M
aple
Hill
Far
m a
nd fe
atur
ing
one
farm
ani
mal
they
lear
ned
abou
t in
the
mod
ule.
Stud
ents
wri
te a
nar
rativ
e ab
out a
ch
arac
ter w
ho is
cha
nged
by
book
s an
d de
sign
a c
over
pag
e fo
r the
na
rrat
ive.
Stud
ents
wri
te a
n ex
plod
ed m
omen
t na
rrat
ive
from
the
poin
t of v
iew
of
Rub
y Br
idge
s or S
ylvi
a M
ende
z abo
ut
thei
r res
pons
es to
inju
stic
e.
Form
Stor
y m
apW
ritt
en a
nd il
lust
rate
d na
rrat
ive
Expl
oded
mom
ent n
arra
tive
Wri
ting
M
odel
CSPE
R
C—Ch
arac
ters
S—Se
ttin
gP—
Prob
lem
E—Ev
ents
(The
term
res
pons
e to
pr
oble
m is
use
d in
the
mod
ule.
)R
—R
esol
utio
n
CSPE
R
C—Ch
arac
ters
S—Se
ttin
gP—
Prob
lem
E—Ev
ents
R—
Res
olut
ion
CSPE
R
C—Ch
arac
ters
S—Se
ttin
gP—
Prob
lem
E—Ev
ents
R—
Res
olut
ion
Cri
teri
a fo
r Su
cces
s
Dra
win
g an
d w
ritin
g th
at te
lls a
stor
y w
ith th
e fo
llow
ing
feat
ures
: �
Char
acte
rs �
A se
ttin
g �
A pr
oble
m �
A re
spon
se to
the
prob
lem
�Ev
ents
in o
rder
�A
reso
lutio
n to
the
prob
lem
�Ch
arac
ters
�A
sett
ing
from
My
Libr
aria
n Is
a
Cam
el �
A pr
oble
m (t
he c
hara
cter
doe
sn’t
have
boo
ks)
�Th
e re
solu
tion
to th
e pr
oble
m
(usi
ng th
e m
etho
d fo
r get
ting
book
s fro
m th
at c
ount
ry)
�Ill
ustr
atio
ns to
mat
ch th
e w
ords
on
eac
h pa
ge
�Se
tting
�Ch
arac
ters
�
Actio
n �
Prob
lem
�En
ding
(sen
se o
f clo
sure
) �
Firs
t-pe
rson
poi
nt o
f vie
w �
One
det
ail t
o de
scri
be a
thou
ght
�O
ne d
etai
l to
desc
ribe
a fe
elin
g �
One
det
ail t
o de
scri
be a
n ac
tion
�O
ne “t
ime”
(tem
pora
l) w
ord
Writing in Wit & Wisdom • Narrative—Grades K–2
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 35 of 42
Type
3: N
arra
tive
—G
rade
s K
–2
Gra
de K
Mod
ule
2G
rade
1 M
odul
e 1
Gra
de 2
Mod
ule
3
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te a
one
-pag
e in
form
ativ
e fa
ct
card
abo
ut o
ne a
nim
al th
at li
ves
on th
e fa
rm fr
om F
arm
Ani
mal
s.
Crea
te a
pod
cast
det
ailin
g th
e fa
cts a
bout
you
r cho
sen
anim
al
and
answ
erin
g on
e qu
estio
n ab
out t
hat a
nim
al.
2.
Wri
te a
n in
form
ativ
e/ex
plan
ator
y se
nten
ce a
bout
wha
t hap
pens
on
the
farm
dur
ing
one
seas
on in
Th
e Ye
ar a
t Map
le H
ill F
arm
.3.
W
rite
two
info
rmat
ive/
expl
anat
ory
sent
ence
s des
crib
ing
one
char
acte
r fro
m T
hree
Li
ttle
Pig
s. W
rite
one
sent
ence
de
scri
bing
a c
hara
cter
’s tr
ait
and
one
sent
ence
abo
ut h
ow th
e ch
arac
ter d
emon
stra
tes t
hat t
rait.
4.
Wri
te a
sent
ence
abo
ut a
new
pr
oble
m th
e Li
ttle
Red
Hen
m
ight
face
in T
he L
ittle
Red
H
en. D
escr
ibe
the
new
pro
blem
, re
spon
se to
the
prob
lem
, and
new
re
solu
tion.
5.
Wri
te tw
o se
quen
tial r
espo
nses
to
the
prob
lem
to c
ompl
ete
a fic
tiona
l nar
rativ
e w
ritt
en b
y th
e cl
ass.
1.
Wri
te a
nd d
raw
to re
tell
the
stor
y of
Tom
ás a
nd th
e Li
brar
y La
dy,
incl
udin
g ch
arac
ter,
sett
ing,
and
pr
oble
m/r
esol
utio
n.2.
W
rite
and
dra
w to
rete
ll th
e st
ory
Wai
ting
for
the
Bibl
iobu
rro,
in
clud
ing
char
acte
r, se
ttin
g,
and
prob
lem
/res
olut
ion.
Use
co
mpl
ete
sent
ence
s and
end
pu
nctu
atio
n.3.
D
escr
ibe
how
peo
ple
get b
ooks
in
one
sect
ion
of M
y Li
brar
ian
Is a
Cam
el b
y an
swer
ing
the
ques
tion:
“Usi
ng e
vide
nce
from
th
e ph
otog
raph
s, h
ow d
o pe
ople
in
this
cou
ntry
get
boo
ks?”
4.
Wri
te a
nd d
raw
to re
tell
the
stor
y Th
at B
ook
Wom
an.
5.
Wri
te a
nd d
raw
to re
tell
the
stor
y G
reen
Egg
s and
Ham
, inc
ludi
ng
char
acte
rs, s
ettin
g, a
nd p
robl
em/
reso
lutio
n.
1.
Wri
te a
n in
form
ativ
e pa
ragr
aph
usin
g ev
iden
ce fr
om tw
o di
ffere
nt
sour
ces a
bout
inju
stic
es b
efor
e th
e Ci
vil R
ight
s Act
of 1
964.
2.
Wri
te a
n in
form
ativ
e pa
ragr
aph
desc
ribi
ng M
artin
Lut
her K
ing
Jr.’s
dre
am.
3.
Wri
te a
n ex
plod
ed m
omen
t na
rrat
ive
from
the
poin
t of
view
of R
uby
Brid
ges a
bout
the
inju
stic
es sh
e fa
ced
as sh
e w
alke
d in
to th
e sc
hool
.4.
W
rite
an
expl
oded
mom
ent
narr
ativ
e fr
om th
e po
int o
f vi
ew o
f Rub
y Br
idge
s abo
ut h
er
resp
onse
to in
just
ice
as sh
e st
ops
in th
e m
iddl
e of
the
crow
d.5.
W
rite
an
expl
oded
mom
ent
narr
ativ
e fr
om th
e po
int o
f vie
w
of S
ylvi
a M
ende
z as s
he si
ts in
the
cour
troo
m d
urin
g th
e M
ende
z fa
mily
’s tr
ial.
Writing in Wit & Wisdom • Narrative—Grades K–2 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 36 of 42
Type
3: N
arra
tive
—G
rade
s 3–
5G
rade
3 M
odul
e 3
Gra
de 4
Mod
ule
2G
rade
5 M
odul
e 2
Sum
mar
y of
EO
M
Task
Stud
ents
wri
te a
shor
t nar
rativ
e th
at
desc
ribe
s a m
omen
t fro
m o
ne o
f the
m
odul
e te
xts,
all
of w
hich
exp
lore
the
imm
igra
nt e
xper
ienc
e.
Stud
ents
cre
ate
a su
rviv
al st
ory
by u
sing
kno
wle
dge
built
from
th
e m
odul
e’s t
exts
to e
xpla
in h
ow
to su
rviv
e be
ing
stra
nded
on
a m
ount
ain.
Stud
ents
wri
te a
n ex
plod
ed m
omen
t th
at e
xpan
ds o
n a
scen
e fr
om th
e te
xt
to e
xpre
ss th
eir u
nder
stan
ding
of
wor
dpla
y an
d th
emes
in th
e te
xt.
Form
Poin
t of v
iew
nar
rativ
eES
CAPE
nar
rativ
e w
ith 2
exp
lode
d m
omen
tsEx
plod
ed m
omen
t sce
ne
Wri
ting
M
odel
ESCA
PE
E—Es
tabl
ish
S—Se
ttin
gC—
Char
acte
rsA—
Actio
nP—
Prob
lem
E—En
ding
ESCA
PE
E—Es
tabl
ish
S—Se
ttin
gC—
Char
acte
rsA—
Actio
nP—
Prob
lem
E—En
ding
ESCA
PE
E—Es
tabl
ish
S—Se
ttin
gC—
Char
acte
rsA—
Actio
n (T
he te
rm si
tuat
ion
is u
sed
in th
e m
odul
e.)
P—Pr
oble
m (T
he te
rm c
onfli
ct is
use
d in
the
mod
ule.
)E—
Endi
ng
Writing in Wit & Wisdom • Narrative—Grades 3–5
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 37 of 42
Type
3: N
arra
tive
—G
rade
s 3–
5G
rade
3 M
odul
e 3
Gra
de 4
Mod
ule
2G
rade
5 M
odul
e 2
Cri
teri
a fo
r Su
cces
s
�Es
tabl
ishm
ent o
f the
situ
atio
n or
th
e na
rrat
ive
�In
trod
uctio
n of
the
narr
ator
and
/or
cha
ract
er(s
) �
Even
ts o
rgan
ized
in a
nat
ural
or
der
�A
sens
e of
clo
sure
�Ti
me
wor
ds a
nd p
hras
es to
tell
the
read
er w
hen
even
ts h
appe
n �
Corr
ect u
se o
f dia
logu
e �
Des
crip
tions
of t
he c
hara
cter
’s th
ough
ts, f
eelin
gs, a
nd a
ctio
ns �
Det
ails
abo
ut im
mig
ratio
n an
d fin
ding
a n
ew h
ome
to c
reat
e a
real
istic
fict
iona
l nar
rativ
e
�Tw
o ex
plod
ed m
omen
ts o
f an
inst
ant i
n tim
e el
abor
ated
with
se
nsor
y de
tails
, tho
ught
s, a
nd
thor
ough
snap
shot
s �
Thre
e fa
cts a
bout
a m
ount
aino
us
envi
ronm
ent o
r sur
viva
l te
chni
ques
stud
ents
lear
ned
from
re
adin
g th
e te
xts i
n th
e m
odul
e �
Sens
ory
deta
ils th
at m
ake
the
stor
y se
em b
elie
vabl
e �
Dia
logu
e th
at is
pun
ctua
ted
corr
ectly
and
reve
als t
he a
ttitu
des
of th
e ch
arac
ters
�An
ope
ning
that
esta
blish
es se
tting
, ch
arac
ters
, and
situ
atio
n by
usin
g de
scrip
tive a
nd se
nsor
y lan
guag
e �
Actio
n de
velo
ped
with
dia
logu
e be
twee
n M
ilo a
nd th
e dem
on th
at
acco
mpl
ishes
the f
ollo
win
g: ▫
Esta
blish
es a
confl
ict t
he
char
acte
r fac
es re
late
d to
the
wor
dpla
y of h
is na
me a
nd h
is
role
in J
uste
r’s b
ook
▫D
evel
ops t
he co
nflic
t by s
how
ing
the c
hara
cter
s’ op
posin
g id
eas
and
thei
r res
pons
es to
each
ot
her’s
idea
s ▫
Reso
lves
the c
onfli
ct, w
ith
Milo
shar
ing
impo
rtan
t, re
leva
nt w
isdom
rela
ted
to h
is
expe
rienc
es a
nd th
e sto
ry’s
over
all t
hem
es, a
nd sh
ows t
he
char
acte
r’s re
spon
se to
Milo
’s ne
wfo
und
know
ledg
e �
Dia
logu
e and
des
crip
tion
to
deve
lop
setti
ng a
nd sh
ow
char
acte
rs’ r
espo
nses
to th
e con
flict
�An
endi
ng th
at sh
ows a
n ou
tcom
e or
reso
lutio
n to
the d
emon
’s co
nflic
t and
rein
forc
es a
cent
ral
them
e of T
he P
hant
om T
ollb
ooth
Writing in Wit & Wisdom • Narrative—Grades 3–5 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 38 of 42
Type
3: N
arra
tive
—G
rade
s 3–
5G
rade
3 M
odul
e 3
Gra
de 4
Mod
ule
2G
rade
5 M
odul
e 2
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te a
mul
tiple
-par
agra
ph
expl
anat
ory
essa
y th
at c
ompa
res
and
cont
rast
s tw
o st
orie
s by
Alle
n Sa
y.2.
W
rite
a le
tter
from
an
imm
igra
nt se
eing
the
Stat
ue o
f Li
bert
y fo
r the
firs
t tim
e.3.
In
corp
orat
ing
know
ledg
e of
Th
e K
eepi
ng Q
uilt,
wri
te a
sh
ort n
arra
tive
that
des
crib
es
the
mom
ent w
hen
Patr
icia
’s m
othe
r firs
t tel
ls h
er a
bout
the
impo
rtan
ce o
f the
kee
ping
qui
lt.
1.
Imag
ine
you
are
Mar
got,
one
of th
e ch
arac
ters
from
“All
Sum
mer
in a
Day
,” or
one
of t
he
spea
kers
in “D
ust o
f Sno
w” o
r “S
topp
ing
by W
oods
on
a Sn
owy
Even
ing.
” Wri
te a
n ex
plod
ed
mom
ent t
o de
scri
be w
hat y
ou
are
thin
king
and
feel
ing
duri
ng a
ke
y m
omen
t.2.
Cr
eate
a p
iece
of i
nfor
mat
iona
l w
ritin
g to
acc
ompa
ny a
vis
ual
disp
lay
(pos
ter,
book
let,
vide
o,
or m
ultim
edia
pre
sent
atio
n)
that
teac
hes h
iker
s abo
ut a
m
ount
aino
us e
nvir
onm
ent
and
wha
t mak
es it
ext
rem
e.
Use
text
feat
ures
like
hea
ding
s,
subh
eadi
ngs,
dia
gram
s,
illus
trat
ions
, and
cap
tions
to
help
read
ers u
nder
stan
d th
e in
form
atio
n be
tter
.3.
W
orki
ng in
smal
l gro
ups,
cre
ate
a sh
ort s
kit t
hat e
xplo
res B
rian
’s de
cisi
on a
bout
whe
ther
to h
elp
the
gove
rnm
ent l
earn
from
his
or
deal
.
1.
Wri
te a
n ex
plan
ator
y pa
ragr
aph
to e
xpla
in h
ow w
ords
cre
ate
both
con
fusi
on a
nd h
umor
in
Bud
Abbo
tt a
nd L
ou C
oste
llo’s
com
edy
rout
ine
“Who
’s on
Fi
rst?
”2.
W
rite
a “c
hara
cter
snap
shot
” sc
ene
feat
urin
g M
ilo a
nd
an in
vent
ed c
hara
cter
from
Ab
ando
n El
emen
tary
Sch
ool,
incl
udin
g w
ordp
lay
to d
escr
ibe
both
the
sett
ing
and
the
char
acte
r.3.
W
rite
an
“exp
lode
d m
omen
t”
scen
e fe
atur
ing
Milo
and
an
inve
nted
cha
ract
er fr
om
Aban
don
Elem
enta
ry S
choo
l, in
clud
ing
dial
ogue
sequ
ence
s to
show
con
flict
ing
idea
s bet
wee
n ch
arac
ters
.4.
W
rite
an
expl
anat
ory
para
grap
h to
iden
tify
one
over
arch
ing
them
e in
Nor
ton
Just
er’s
The
Phan
tom
Tol
lboo
th, a
nd e
xpla
in
how
Jus
ter r
evea
ls th
is th
eme
by re
veal
ing
how
the
mai
n ch
arac
ter,
Milo
, cha
nges
from
th
e be
ginn
ing
to e
nd o
f the
st
ory.
Writing in Wit & Wisdom • Narrative—Grades 3–5
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 39 of 42
Type
3: N
arra
tive
—G
rade
s 6–
8G
rade
6 M
odul
e 2
Gra
de 7
Mod
ule
1G
rade
8 M
odul
e 1
Sum
mar
y of
EO
M
Task
Stud
ents
cre
ate
thei
r ow
n m
onom
yths
, wri
te tw
o na
rrat
ive
scen
es fr
om th
eir h
ero’
s jou
rney
, and
us
e te
chno
logy
to p
rese
nt th
eir w
ork.
Stud
ents
wri
te a
n ex
plod
ed m
omen
t na
rrat
ive
that
dem
onst
rate
s how
m
edie
val s
ocie
ty su
ppor
ts o
r lim
its
the
prot
agon
ist’s
iden
tity.
Stud
ents
wri
te th
ree
poem
s tha
t de
mon
stra
te th
e eff
ect o
f des
crip
tive
lang
uage
and
show
the
rela
tions
hip
betw
een
cont
ent a
nd fo
rm.
Form
Mon
omyt
hEx
plod
ed m
omen
t nar
rativ
eN
arra
tive
poet
ry
Wri
ting
M
odel
Four
Req
uire
d Ar
chet
ypes
: �
Her
o �
Men
tor
�Al
ly �
Shad
ow
Five
Req
uire
d St
ages
: �
Call
to A
dven
ture
�
Mee
ting
with
Men
tor
�Te
sts/
Allie
s/En
emie
s �
The
Ord
eal o
r The
Rew
ard
�Th
e R
esur
rect
ion
or R
etur
n w
ith
the
Elix
ir
ESCA
PE
E—Es
tabl
ish
S—Se
ttin
gC—
Char
acte
rsA—
Actio
nP—
Prob
lem
E—En
ding
Poet
ic T
ypes
: �
Ode
�Li
st p
oem
�D
efini
tion
poem
�Fo
und
mat
eria
ls p
oem
�O
ccas
iona
l poe
m
Writing in Wit & Wisdom • Narrative—Grades 6–8 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 40 of 42
Type
3: N
arra
tive
—G
rade
s 6–
8G
rade
6 M
odul
e 2
Gra
de 7
Mod
ule
1G
rade
8 M
odul
e 1
Cri
teri
a fo
r Su
cces
s
�At
leas
t thr
ee p
arag
raph
s fro
m
anot
her c
hara
cter
’s po
int o
f vie
w �
Cont
ext t
o en
gage
and
ori
ent t
he
read
er a
nd in
trod
uce
the
narr
ator
�A
logi
cal s
eque
nce
of e
vent
s �
Nar
rativ
e te
chni
ques
(dia
logu
e,
paci
ng, d
escr
iptio
n) to
dev
elop
ex
peri
ence
s, e
vent
s, a
nd/o
r ch
arac
ters
. �
Tran
sitio
nal w
ords
or p
hras
es to
si
gnal
shift
s in
time
or se
ttin
g �
Use
of p
reci
se w
ords
and
phr
ases
, de
scri
ptiv
e de
tails
, and
sens
ory
lang
uage
�D
emon
stra
tion
of h
ow m
edie
val
soci
ety
supp
orts
or l
imits
the
prot
agon
ist’s
iden
tity
�U
se o
f dia
logu
e, d
escr
iptiv
e de
tails
, and
sens
ory
lang
uage
to
deve
lop
the
sett
ing,
eve
nts,
and
ch
arac
ters
�D
etai
ls th
at c
lear
ly se
t the
stor
y in
the
Mid
dle
Ages
�A
begi
nnin
g th
at e
stab
lishe
s ch
arac
ter,
poin
t of v
iew
, and
se
ttin
g �
An e
ndin
g th
at p
rovi
des
reso
lutio
n �
An o
rgan
ized
plo
t seq
uenc
e to
su
ppor
t the
read
er in
follo
win
g w
hat i
s hap
peni
ng in
the
stor
y
�Th
ree d
istin
ct p
oetic
type
s �
Back
grou
nd in
form
atio
n ab
out t
he
stor
y in
the c
over
lette
r �
Expl
anat
ion
of th
e rel
atio
nshi
p be
twee
n ea
ch p
oetic
type
and
the
cont
ent o
f the
poe
m in
the c
over
le
tter
�Ev
iden
ce fr
om o
ne in
form
atio
nal
artic
le in
the c
over
lette
r �
Refle
ctio
n on
lear
ning
expr
esse
d in
th
e cov
er le
tter
�Re
spon
se to
all
part
s of t
he p
rom
pt �
A co
ntex
t for
the n
arra
tive
�Ev
ents
org
aniz
ed a
ccor
ding
to a
na
rrat
ive a
rc �
A co
nclu
sion
that
follo
ws f
rom
the
even
ts, p
rovi
ding
reso
lutio
n �
Writ
ing
that
add
ress
es a
sign
ifica
nt
expe
rienc
e �
Des
crip
tion
to d
evel
op ev
ents
and
ex
perie
nces
�D
escr
iptiv
e det
ails
�Se
nsor
y lan
guag
e �
One
to tw
o ex
ampl
es o
f figu
rativ
e la
ngua
ge (m
etap
hor,
simile
, hy
perb
ole)
Writing in Wit & Wisdom • Narrative—Grades 6–8
Copyright © 2019 Great Minds®
WIT & WISDOM®
Page 41 of 42
Type
3: N
arra
tive
—G
rade
s 6–
8G
rade
6 M
odul
e 2
Gra
de 7
Mod
ule
1G
rade
8 M
odul
e 1
Focu
sing
Q
uest
ion
Task
s
1.
Wri
te a
n ex
plan
ator
y es
say
synt
hesi
zing
und
erst
andi
ng o
f R
amay
ana:
Div
ine
Loop
hole
by
exp
lain
ing
how
this
text
ill
ustr
ates
the
genr
e ex
pect
atio
ns
of th
e m
onom
yth
as w
ell a
s ho
w it
div
erge
s fro
m th
ose
expe
ctat
ions
.2.
W
rite
an
expl
anat
ory
essa
y in
sy
nthe
sizi
ng u
nder
stan
ding
of
The
Ody
ssey
by
expl
aini
ng h
ow
this
text
illu
stra
tes t
he g
enre
ex
pect
atio
ns o
f the
mon
omyt
h as
w
ell a
s how
it d
iver
ges f
rom
thos
e ex
pect
atio
ns.
3.
Wri
te a
nar
rativ
e sc
ene
of a
t lea
st
thre
e pa
ragr
aphs
that
con
veys
th
e st
ory
of a
n ill
ustr
atio
n fr
om
the
pers
pect
ive
of a
cha
ract
er
othe
r tha
n R
ama
or O
dyss
eus.
4.
Crea
te a
nd p
rese
nt a
five
-min
ute
“ele
vato
r spe
ech”
exp
lain
ing
how
a
fam
iliar
text
is a
n ex
ampl
e of
a
mon
omyt
h, b
eing
sure
to in
clud
e th
e he
ro’s
flaw
or w
eakn
ess a
nd
how
the
hero
ove
rcom
es th
is
obst
acle
to m
ake
life
bett
er fo
r all
peop
le.
1.
Wri
te a
dia
ry e
ntry
from
the
poac
her’s
poi
nt o
f vie
w. I
n it,
the
poac
her s
houl
d re
flect
on
1) h
is
plac
e in
the
soci
al h
iera
rchy
and
2)
how
his
soci
ety
has s
hape
d hi
s id
entit
y.2.
Li
st fo
ur n
arra
tive
elem
ents
or
tech
niqu
es th
at e
xem
plify
w
hat T
he C
ante
rbur
y Ta
les c
an
teac
h re
ader
s abo
ut st
oryt
ellin
g.
Prov
ide
text
ual e
vide
nce
that
ill
ustr
ates
how
The
Can
terb
ury
Tale
s mod
els e
ach
elem
ent o
r te
chni
que.
3.
Use
des
crip
tive
deta
ils to
slow
do
wn
the
paci
ng a
nd “e
xplo
de”
a m
omen
t in
the
life
of A
lyce
, Th
e M
idw
ife’s
Appr
entic
e’s
prot
agon
ist.
1.
Synt
hesi
ze a
n un
ders
tand
ing
of n
arra
tive
form
and
Jos
h’s
iden
tity
in T
he C
ross
over
th
roug
h th
e w
ritin
g an
d an
alys
is
of a
n or
igin
al li
st p
oem
, usi
ng
desc
ript
ive
and
sens
ory
lang
uage
.2.
W
rite
thre
e To
SEEC
(i.
e., a
par
agra
ph c
onta
inin
g a
Topi
c St
atem
ent,
Evid
ence
, El
abor
atio
n, a
nd a
Con
clud
ing
Stat
emen
t) p
arag
raph
s tha
t co
mpa
re a
nd c
ontr
ast t
he c
onte
nt
and
form
of t
wo
poem
s fro
m T
he
Cros
sove
r.3.
W
rite
, per
form
, and
reco
rd a
de
finiti
on p
oem
that
exp
ress
es a
n un
ders
tand
ing
of th
e re
latio
nshi
p be
twee
n fo
rm, c
onte
nt, a
nd
poet
ic p
erfo
rman
ce.
4.
Wri
te a
thes
is st
atem
ent a
nd tw
o To
SEEC
par
agra
phs t
hat e
xam
ine
idea
s abo
ut th
e po
wer
of s
tori
es
in tw
o in
form
atio
nal t
exts
.
Writing in Wit & Wisdom • Narrative—Grades 6–8 WIT & WISDOM®
Copyright © 2019 Great Minds®Page 42 of 42