Grades 5 and 6 Writing Units of Study.pdf

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the Calkins‘ book on essay writing for additional teaching points and in-depth examples of how to implement them. Immersion Writers read persuasive essays in partnerships or small groups that others have written. They jot down what they notice, share with the class, and create a chart of noticings for everyone to use. Writers reread examples of persuasive essays. They choose their favorite as a mentor essay. Collecting Writers reread their notebooks looking for causes and concerns they‘ve already written about. They push their thinking by asking, ―So what‘s the bigger issue here, or the deeper issue, that underlies this entry for me?‖ Then they record their thoughts in their notebooks. Writers get ideas for writing a persuasive essay from their own thoughts. They think of all the things that bug them, things they want to change, daily problems, or issues they face. They list out the social issues in these (poverty, divorce, not fitting, sickness, loneliness, etc). They ask themselves, ―What injustices are in the world that I have a solution to?‖ Writers get ideas for writing a persuasive essay from their list of social issues. They choose one at a time and write long about it. They write everything that they think about with that issue. Writers think about their audience and the message they want to convey to this audience. They choose an issue, an audience, and the message. They can ask, ―Who needs this information? Who has the power?‖ They try this out for several issues. Writers develop an idea/topic. They take an idea from their list or topics and ask, ―What do I think about this?‖, write that and add the word because, which leads to them to support their topic with reasons. Choosing Writers reread their entries to choose an idea for their persuasive essay. They choose a topic that they are personally interested in and can take a personal stand on (against or for the topic). They can use sentence starters like: I think…, I feel…, or I believe… They will use this as their thesis statement. Writers choose their topic. They look through their notebooks and find the topic that has the strongest and most believable supports for their argument. Nurturing/Developing
Drafting Writers develop the reasons that support their thesis. They read a reason and ask themselves ―why?‖ or ―how?‖. Writers develop the reasons that support their thesis. They read a reason and say ―for example‖ and then explain with a relevant piece of evidence. Writers organize their ideas for their essay. They use boxes and bullets as their tool. Their thesis statement is written in the box, while each of their bullets is a supporting reason. Writers create an organizational tool for their evidence. They make a mini-folder for each of their reasons. They write the reason on the outside of their folder. Then they collect slips of paper (evidence) that contain facts, stories, or thoughts to support that reason. (Teachers may want to organize their ideas using separate pieces of paper labeled – introduction, reason 1, reason 2, reason 3, and conclusion. This is explained in the literary essay unit. Using the mini-folders is just another way to do the same thing.) Writers develop their position about their topic further. They collect stories, solutions, data, and pros and cons as examples for their position. They write this information on slips of paper which they keep in the corresponding mini-folder. Writers support their reasons. They make a list of examples that illustrate the reason and write about them. They can also tell a story in which they illustrate their reason clearly. Writers elaborate their reasons. They write about a story from their live that illustrates their reason, something from the world, something from TV or a book, or writing ―This is important because…‖ Writers check their mini-folders for an adequate amount of support. They reread their evidence and ask, ―Is this enough information to support my reason? Can I write a complete paragraph using this information?‖ Writers organize the information in their mini-folders. They reread their evidence and arrange their examples in order of importance. Then they tape the papers together. They do this for all of their reasons/mini-folders. Each set of taped pages will become the paragraph for their reason. Writers connect examples and ideas for their reasons. They reread their taped pages. They ask, ―Do all of these ideas connect and flow together? When I read my page from beginning to end, does it make sense or does it sound like a list of facts and ideas? Do I need to add a sentence(s) between the information?‖ Writers organize their paragraphs in order of effective to most effective. They reread all of their taped pages/paragraphs and ask, ―Which is the most effective reason?‖ This paragraph will be last. Then they repeat the process until all of their reasons have been ordered from effective to most effective. They can write corresponding numbers on the pages (1, 2, and 3) or staple them in order.
Page 1 and 2: August Launching Writing Workshop *
Page 3 and 4: What can I write before school star
Page 5 and 6: Writing Notebooks Start by giving s
Page 7 and 8: Collecting Entries Write about your
Page 9 and 10: Make a square and divide it into 4
Page 11 and 12: Below is a sample 5 day schedule (e
Page 13 and 14: September Literary Essay Overview o
Page 15 and 16: Alignment to the Standards 5.3.3 Co
Page 17 and 18: 6.6.4 Use correct capitalization. 6
Page 19 and 20: Writers carefully choose a piece to
Page 21 and 22: Writers edit their essays. They mak
Page 23 and 24: One of the most exciting aspects of
Page 25 and 26: Once your students have begun draft
Page 27 and 28: 6.6.1 Use simple, compound, and com
Page 29 and 30: model how from nonfiction texts and
Page 31 and 32: considering an ending like this,
Page 33 and 34: through the first ―Lessons That A
Page 35 and 36: how you introduce a main character
Page 37 and 38: Writers give lots of details about
Page 39 and 40: What would be the same as our world
Page 41 and 42: As with any unit of study in a writ
Page 43 and 44: seed idea, and then list a few para
Page 45: Writers may meet together not only
Page 49 and 50: - To Clarify (In other words, To cl
Page 51 and 52: One problem with this solution is t
Page 53 and 54: • organize the composition clearl
Page 55 and 56: March/April Nonfiction Alignment wi
Page 57 and 58: Teaching Points for Nonfiction writ
Page 59 and 60: ―This makes me feel…‖ ―I‘
Page 61 and 62: May Creative Non-Fiction or Memoir
Page 63 and 64: • organizes information by catego
Page 65 and 66: Take an incident from a memoir and
Page 67 and 68: -Writers generate ideas by thinking
Page 69 and 70: Options for what you might do after
Page 71 and 72: Writing Poetry Overview of the Unit
Page 73 and 74: 6.3.1 Identify different types of f
Page 75 and 76: Choosing an Idea Writers choose a s
Page 77 and 78: Writers develop powerful endings fo
Page 79 and 80: Narrative Alignment with Standards:
Page 81 and 82: ins of books looking for books with
Page 83 and 84: this writer do to write this lead?

Grades 5 and 6 Writing Units of Study.pdf

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