Grades 5 and 6 Writing Units of Study.pdf

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3. Arguments for the point of view are presented in logical order, along with evidence, reasons and/or examples. Older students might also make some acknowledgement of the main arguments against their point of view, and answer them. 4. Summing up of argument, and restating of the point of view taken. 5. Formal sign-off. Persuasive letter language takes a formal tone. It is written primarily in the present tense. It makes use of full sentences and paragraphs. Linking words to do with reasoning and the idea of cause and effect are used, such as might, may, also, however, therefore, thus, so, for this reason. Example: 11 Sample Street MADEUPTOWN 4890 15 May 2000 Mr John Brown Federal Minister for Transport 54 Motorcar Avenue CANBERRA 4001 Dear Mr Brown Most people in the world drive their cars on the right side of the road. As international travel becomes cheaper and more common, more and more people who are used to driving on the right side of the road are getting confused and causing accidents on Australian roads, where we drive on the left. An obvious solution would be for countries in the minority, like Australia, which drive on the left side of the road, to change their rules so that all people in the world drive on the right side of the road. This would minimise confusion, and in the long term greatly reduce the number of injuries and deaths due to road accidents. An additional benefit would be the reduction in accident repair costs and a corresponding reduction in the amount we all have to pay for car insurance.
One problem with this solution is that for a little while there would be more confusion on Australian roads, and more accidents, while everyone got used to driving on the right side. In the long run though, changing to driving on the right side of the road in Australia makes sense. We should not allow some short term disadvantages to deter us from enjoying the huge long term advantages of making this change. Yours sincerely MWright Marie Wright Resource: http://www.andrewseaton.com.au/gpersuad.htm http://www.andrewseaton.com.au/gpersuad.htm Alignment with Standards: 5.4.2 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 5.4.4 Write information pieces with multiple paragraphs that: present important ideas or events in sequence or in chronological order; provide details and transitions to link paragraphs; offer a concluding paragraph that summarizes important ideas and details. 5.4.12 Review, evaluate, and revise writing for meaning and clarity. 5.4.13 Proofreads one‘s own writing, as well as that of others, using an editing checklist or set or rules, with specific examples of corrections of specific errors. 5.4.14 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences. 5.4.15 Use logical organization structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data. 5.5.7 Write persuasive letters or compositions that: state a clear position in support of a proposal; support a position with relevant evidence and effective emotional appeals; follow a simple organizational pattern wit the most appealing statements first and the least powerful one last; address reader concerns. 5.5.8 Use varied word choices to make writing interesting.
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 and 46: Writers may meet together not only
Page 47 and 48: Drafting Writers develop the reason
Page 49: - To Clarify (In other words, To cl
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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