Writing Curriculum
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Writing Curriculum
Lesson Plan Format
Instruction / Time Allowed- Review Last Week’s Writing Genre and Assignment
- Introduce This Week’s Genre or Topic
- Discuss Characteristics of Genre
- Compare and Contrast Previous writing to this week’s writing
- Students begin brainstorming/writing process
- Students take turns sharing drafts with the class
- Review lesson/Line up
Unit 1: Personal Expressive Writing
WR-EP-1.1.2
In Personal Expressive Writing,
- Students will communicate the significance of the writer’s experience by focusing on life events or relationships
- Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir)
- Students will create a point of view
- Students will use a suitable tone or appropriate voice
In Personal Expressive Writing,
- Students will communicate the significance of the writer’s experience by focusing on life events or relationships
- Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir)
- Students will create a point of view
- Students will use a suitable tone or appropriate voice
In Personal Expressive Writing,
- Students will communicate the significance of the writer’s experience by focusing on life events or relationships
- Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay)
- Students will create a point of view
- Students will use a suitable tone or appropriate voice
In Personal Expressive/Literary Writing,
- Students will communicate main idea through use of literary elements appropriate to genre:
-Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate
-Students will develop plot/story line appropriate to the form
-Students will develop setting, mood, scene image or feeling
- Students will apply literary or poetic devices (e.g., simile, personification)when appropriate
- Students will incorporate reflection when appropriate
In Personal Expressive/Literary Writing,
- Students will communicate main idea through use of literary elements appropriate to genre:
-Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate
-Students will develop plot/story line appropriate to the form
-Students will develop setting, mood, scene image or feeling
- Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when approp.
- Students will incorporate reflection, insight and analysis when appropriate.
In Personal Expressive/Literary Writing,
- Students will communicate main idea through use of literary elements appropriate to genre:
-Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate
-Students will develop plot/story line appropriate to the form
-Students will develop setting, mood, scene image or feeling
- Students will apply literary or poetic devices (e.g., simile, metaphor, personification)when appropriate
Students will incorporate reflection, insight and analysis when appropriate
Personal Expressive Topics by Week:
- I was so Happy!
- I was so Angry!
- I was so Sad
- I was so Excited!
- My Best Vacation
- The Best Day Ever
- My Favorite Person
- My First Day at School
What is a Personal Narrative?
By Mrs. Miller
- A personal narrative is a true story about ONE important event in your life. For example, write about your favorite ride at King's Island, not the whole trip: “There it was right before me, the most insidious ride ever designed by man.”
- A personal narrative is written in 1st person:
- A personal narrative paints pictures with words. Describe things so clearly that your reader can see them:
- A personal narrative includes sensory details.
- Saw: “People scurried like ants far below me.”
- Heard: “A hair-raising scream tore from my throat.”
- Tasted: “I tasted the sausage and eggs I had for breakfast as I struggle to control my churning stomach.”
- Touched or felt: “My sweaty hands had a death grip on the safety bar.”
- Smelled: “A brief hint of hot dogs and cotton candy struck me as we flashed by.”
A personal narrative shows, not tells, emotions:
“My hands shook as I fastened my safety harness.”
A personal narrative has an ending that makes the reader feel satisfied: “I finally collapsed in the back seat of the car and solemnly vowed never to look at another roller coaster again.”
Personal Narrative
Title______
Lead ______
______
Background Information ______
______
First (Don’t forget to use sensory details)______
______
Next______
Then______
Finally______
WrapUp______
Unit 2: Literary Writing
WR-EP-1.1.2 In Literary Writing,
- Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary
- Students will apply characteristics of the selected form (e.g., short story, play/script, poem)
- Students will use a suitable tone or appropriate voice
Students will apply a fictional perspective in literary writing when appropriate
WR-04-1.1.2 In Literary Writing,
- Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary
- Students will apply characteristics of the selected form (e.g., short story, play/script, poem)
- Students will create a point of view
- Students will use a suitable tone or appropriate voice
Students will apply a fictional perspective in literary writing when appropriate
WR-05-1.1.2 In Literary Writing,
- Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary
- Students will apply characteristics of the selected form (e.g., short story, play/script, poem)
- Students will create a point of view
- Students will use a suitable tone or appropriate voice
Students will apply a fictional perspective in literary writing when appropriate
Literary Topics by Week
- The New Kid at School
- The Weird Day
- A Big Day at School
- Aliens Ate My Homework
- Even Robots Need Breakfast
- If I were a Tree
- Fly Away Kite
- Apple and Orange have a Figh
Elements of a short story:
Characters are a very important ingredient in any story. They can help to make a story believable by drawing you into their world. Authors tell us about the characters they’ve created in many different ways. Some authors describe the characters in detail while others leave that to your imagination. You will find stories in which characters grow and change (round characters) and others where they stay the same (flat characters). There are many ways to create characters. Successful stories are written in such a way that the characters come to life as you read the story.
The setting is where and when a story takes place. Some settings stay the same throughout the story. Other stories may be set in many different places and many different time periods. The author decides what setting(s) will create just the right background for the story.
Plot is how the story unfolds. It includes the problems and solutions created by authors to make the story exciting. Many times story characters face conflict and problems just like we do in our lives. This helps us to relate to the character. A successful story makes you feel as if you are personally experiencing the story; you are in the story.
Plots usually follow a pattern and rely upon four basic types of conflict: character against character, character against the environment, character against society and character against self.
Unit 3: Transactive Writing
WR-EP-1.1.3
In Transactive Writing,
- Students will communicate a purpose through informing or persuading
- Students will develop an angle
- Students will communicate what the reader should know, do, or believe as a result of reading the piece
- Students will apply characteristics of the selected form (e.g., letter, feature article)
- Students will use a suitable tone
Students will allow voice to emerge when appropriate
WR-05-1.1.3
WR-04-1.1.3
In Transactive Writing,
- Students will communicate a purpose through informing or persuading
- Students will develop an effective angle to achieve purpose
- Students will communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece
- Students will apply characteristics of the selected form (e.g., letter, feature article)
- Students will use a suitable tone
Students will allow voice to emerge when appropriate
WR-EP-1.2.3
In Transactive Writing,
- Students will communicate relevant information
- Students will develop an angle with support (e.g., facts, examples, reasons, visuals)
- Students will apply research to support ideas with facts and opinions
WR-04-1.2.3
In Transactive Writing,
- Students will communicate relevant information to clarify a specific purpose
- Students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals)
- Students will develop explanations to support the writer’s purpose
- Students will apply research to support ideas with facts and opinions
Students will incorporate persuasive techniques when appropriate (e.g., bandwagon, emotional appeal, testimonial, expert opinion)
WR-05-1.2.3
In Transactive Writing,
- Students will communicate relevant information to clarify a specific purpose
- Students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals)
- Students will develop explanations to support the writer’s purpose
- Students will apply research to support ideas with facts and opinions
Students will incorporate persuasive techniques when appropriate (e.g., bandwagon, emotional appeal, testimonial, expert opinion)
Transactive Topics by Week
- Dear Mom,
- Dear PTA
- Dear New Student
- Dear Teacher
- Dear Mr. President
- How To Make a Peanut Butter Sandwich
- How To Tie Your Shoes
- How to Make a Friend
- Brochure about PonderosaElementary School
- About Pets (article about animals)
PERSUASIVE LETTER FORMAT
Street address ______
City, State Zip ______
Month day, year______
Dear ______,
Paragraph #1. Introductory paragraph—strong lead and then tell the audience what you want.
Paragraph #2. Compliment the audience and/or explain what the audience
might think that is different from your position. Then follow with a strong argument (Reason
#1) for why you want change. Tell how or why change can be good for the audience. You
may also include any of the following as supports for your argument (minimum three):
definition, description, comparison, fact, numbers, analogy, quotation, anecdote, example,
question, etc.
.
Paragraph #3. Give Reason #2 for why you want change. Tell another good thing that will
happen if change is made. You may also include any of the following as supports for your
argument (minimum three): definition, description, comparison, fact, statistic, analogy,
quotation, anecdote, example, question, etc.
Paragraph #4. Give Reason #3 for why you want change. Tell another good thing that will
happen if change is made. You may also include any of the following as supports for your
argument (minimum three): definition, description, comparison, fact, statistic, analogy,
quotation, anecdote, example, question, etc.
Paragraph #5. Concluding paragraph. Summarize all your arguments / points,
and tell again what you want.
Sincerely,
Your name
How to Article
“HOW TO’s”
or…
How to Write a How-To Piece!
(Lead) Are how-to pieces driving you bonkers? Does your teacher sigh in frustration every time she reads your “How To Blow Your Nose” piece? Well never fear! I have a wonderful solution to your problem. Today I will teach you how write a heartwarming how-to piece!
(Materials) Before we get started, here is what you need:
- A sheet of paper
- A pencil
- Your thinking cap
(Steps)
- First, you will have to decide what you would like to write about. You should choose something that you know how to do very well, like a hobby or special interest that you have. Don’t choose topics like, “How to make Ice” or “How to make a Peanut Butter Sandwich” because most people already know how to do those things.
- Once you have chosen your topic, you will need to think of a cool Title that grabs your reader’s eye. Titles like “Fantastic Flyers!” or “Jazzy Jets” are examples of catchy titles that someone could use if they were writing their how-to piece on making great paper airplanes.
- Next you need a lead that makes your reader want to read more. You want this part to be very interesting or exciting, almost like a commercial. You can use a question, a small story, or maybe a neat fact about what you are writing about.
- After you write your lead, you will need to write a Materials list of everything your reader will need to make the thing you are writing about. That way your reader can get all of their materials ready beforehand.
- Now that you have listed everything your leader will need, it’s time to give step-by-step instructions on how to make or do whatever it is you are teaching us about. Explain each step clearly and be specific. Give any helpful hints you can think of, and you can even draw pictures showing how to do each step.
- To wrap up your perfect how-to piece, you need to write an exciting conclusion that mentions something you said in your Lead.
(Conclusion) See? Now wasn’t that easy? I told you there was no reason to fear! Just follow my simple steps and the sight of your teacher’s blissful smiles when reading your heartwarming how-to piece will be your reward! I have even included a template to get you started! Happy Writing!
(Your Title goes here)
Lead ______
______
Materials (Be sure to list everything your reader will need)
- ______
- ______
- ______
- ______
- ______
Steps (You can make as many steps as you need)
- ______
______
______
- ______
______
- ______
______
- ______
______
- ______
______
- ______
______/ Illustrations
(Conclusion) ______
______
Fantastic Feature Article Checklist
Vital Title:
YesNoDoes your title:
00Have a catchy phrase?
00Grab the readers attention?
00Make the reader want to continue reading?
Lead Lines:
YesNoDoes your leading paragraph:
00Use details to make the moment seem real to life for the reader?
Timely Transitions:
YesNoDo your transitions:
00Inform the reader that the article will be continuing?
00Use words like: for example, next, then, finally, lastly, etc.?
Powerful Paragraphs:
YesNoDo you have:
00At least three paragraphs supporting your topic?
00Paragraphs that contain factual information?
00Paragraphs that contain informative information?
00Paragraphs that convince the reader to agree with you?
Creative Closing:
YesNoDoes your closing:
00Wrap up the article?
00Tie back to the leading paragraph?
00Use words from the title?
Unit 4: Reflective Writing
Reflective Writing by Week
- Letter to Mom (about how she has helped you become better at something)
- Letter to a Friend (about how she has helped you become better at something)
- Letter to Next Year’s Teacher
WR-EP-1.1.1
In Reflective Writing,
- Students will evaluate personal progress toward meeting goals in literacy skills
- Students will analyze needs of the intended audience
Students will use a suitable tone or appropriate voice
WR-04-1.1.1
In Reflective Writing,
- Students will evaluate personal progress toward meeting goals in literacy skills
- Students will analyze needs of the intended audience
Students will use a suitable tone or appropriate voice
WR-05-1.1.1
In Reflective Writing,
- Students will evaluate personal progress toward meeting goals in literacy skills
- Students will analyze needs of the intended audience
Students will use a suitable tone or appropriate voice
WR-EP-1.2.1
In Reflective Writing,
- Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge
- Students will describe own literacy skills, strategies or processes
- Students will explain own decisions about literacy goals
Students will identify own strengths and areas for growth
WR-04-1.2.1
In Reflective Writing,
•Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge
•Students will describe own literacy skills, strategies processes or areas of growth
•Students will explain own decisions about literacy goals
•Students will identify own strengths and areas for growth
•Students will support claims about self
WR-05-1.2.1
In Reflective Writing,
•Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge
•Students will describe own literacy skills, strategies processes or areas of growth
•Students will explain own decisions about literacy goals
•Students will identify own strengths and areas for growth
•Students will support claims about self
Letter Set-Up/Review
- Introduction (1 paragraph)
Explain the purpose of your letter quickly and clearly. Be polite, but get to the point.
- Body (3 paragraphs)
Your three supporting paragraphs need to:
Help support your purpose/angle.
Include all necessary information. Be sure your reader can understand why you wrote, what you are asking, why you are asking for that, and what needs to be done as a result. If you are writing a request, be all pertinent information is clearly stated.
Be specific
- Conclusion (1 paragraph):
Reemphasize the purpose of writing your letter. If you made a request, also reemphasize that request. Thank the reader, if appropriate.
Some other information to consider:
Must have greeting (salutation) and complimentary closing.
Salutationis your greeting. If you are writing to a specific person, begin with Dear, followed by a courtesy title or professional title and the person’s name. If you don’t have the name of a specific person, use a general salutation, such as Dear Sir or Madam.
Complimentary Closing should end your letter courteously.