Grade 6, ELA Unit 1: Activity 1 - Richland Parish School …richland.k12.la.us/documents/common core standards/cc/6th... · Web viewTABLOID A smaller format 1/2 broadsheet folded,

Unit 1, Activity 1, Reading Response Prompts

Blackline Masters, English Language Arts, Grade 6 Page 1-1

Grade 6English Language Arts


ELA.6.9 Compare and contrast elements (e.g., plot, setting, characters, theme) in a variety of genres.

How is the plot of this text similar to or different from another book you’ve read? Describe the primary setting of this text. How is the setting of this text similar to or different from

another book you’ve read? How are the characters in this book similar to or different from those in other books you have read?

Determine the theme of your book. How is the theme similar or different from another book you have read before?

ELA.6.11a Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including sequencing events and steps in a process.

Develop a timeline of events in your book.

What are the five most important or significant events in your book at this point?

ELA.6.11b Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing and paraphrasing information.

Summarize the most recent chapter of your book.

Select one passage from your book. Paraphrase it.

ELA.6.11cDemonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying stated or implied main ideas and supporting details.

Identify the main idea of the __________ (novel, chapter, or passage). Label the main idea as stated or implied.

List supporting details in support of the main idea you identified.

ELA.6.11d Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including comparing and contrasting literary elements and ideas.

How does the author use literary elements in this _______ (novel, chapter, or story)?

Compare and contrast the use of two literary elements.

ELA.6.11e Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making simple inferences and drawing conclusions.

As you read this _______ (novel, chapter, or passage), make a list of inferences you make. Identify the background knowledge you used to form each inference.

ELA.6.14Analyze an author’s stated or implied purpose for writing (e.g., to explain, to entertain, to persuade, to inform, to express personal attitudes or beliefs.).

What was the author’s purpose for writing (to explain, to entertain, to persuade, to inform, to express personal attitudes or beliefs, or a combination of these)? How do you know? Use evidence from the novel to support your choice.

ELA.6.15 Identify persuasive techniques (e.g., unsupported inferences, faulty reasoning, generalizations) that reflect an author’s viewpoint (perspective) in texts.

What is the author’s viewpoint?



What persuasive techniques has the author used to support his/her viewpoint? Explain the author’s use of unsupported inferences, faulty reasoning, or generalizations.


Unit 1, Activities 2 and 3, Newspaper Terms

Newspaper Terms

5W'S and H The essentials of any story: who, what, when, where, why, and how ADVERTSING Space in a publication sold to other businesses; display ads usually contain

headlines, illustrations, copy, a call for action, and information to identify the business ALIGNMENT Refers to the justification of text at its margins: left, right, centered, justified BEAT A specific area assigned to a reporter for regular coverage BOLD Type that appears darker than surrounding type of the same family; used for

emphasis BROADSHEET Full-size newspaper, averaging six columns to a page BY-LINE Indicates who wrote the story; often includes the writer's title CAPTION The portion of the layout that explains what is happening in a photograph. Also

called cutlines. Often includes a photo credit. COLUMN 1A vertical division of layout that aids in giving structure to a page; 2Opinion or

comment expressed by a regular writer DEADLINE The assigned time for stories to be submitted in order to make the issue going

to press EDITOR Has overall responsibility for the publication EDITORIAL A type of story that serves to express an opinion and encourage the reader to

take some action ETHICS A standard of conduct based on moral beliefs FACT A statement that can be proven. Not an opinion FEATURE A story written with some interpretation that goes beyond just reporting the

facts FLAG The name of the paper that usually appears at the top of page one FONT Style and size of type GRAPHICS The use of lines, screens, boxes, large initial letters, etc., to enhance a design

by breaking up areas HAMMER A form of headline consisting of a few very large words over a smaller

subheadline HARD NEWS Up-to-the-minute news and events that are reported immediately HEADLINE Large type designed to summarize a story and grab the reader's attention;

usually an extra large font across top of front page, placed above or below the masthead HUMAN INTEREST An element of news that includes people or events with whom the

audience can identify; stories that are just interesting INTERVIEW A question and answer session between a reporter and source to get

information for a story INVERTED PYRAMID A style of writing most commonly applied to news stories in that

the most important facts appear early in the story and less important facts later in the story KICKER A short (one or two word) statement at the beginning of a caption that serves to

grab the reader's attention LAYOUT The position of stories, advertisements, photos, and graphics on a page LEAD The beginning of the story that serves to summarize the story and/or grab the reader's

attention LIBEL Written defamation; damaging false statements against another person or institution

that are in writing or are spoken from a written script


Unit 1, Activities 2 and 3, Newspaper Terms

MASTHEAD Information about the newspaper, such as the name of the publishing company, names of the officers of the company, location of editorial offices, editorship and distribution facts, all usually found at the top of the editorial page

MORGUE The newspaper's collection of clippings, photos, reference materials, and microfilm

NEWS Information delivered about an event shortly after it has occurred OP-ED Opinion/Editorial; refers to the pages in a publication that express the opinion of the

writer OPINION A statement that cannot be proven. PAPARAZZI International press corps who compete for stories, usually of a sensational

nature QUOTATION A statement made by another person included in a published story. A direct

quotation is exactly what the person said and appears inside quotation marks. An indirect quote is a paraphrase of what a person said and does not appear in quotes.

REPORTER Person who researches and generally writes stories assigned by editors; often required to rush to the scene and phone back information as soon as possible or to key the report into a word processing terminal at the newspaper office

REVIEW A form of editorial written to comment on a play, movie, piece of music, or some other creative work

SANS SERIF Type with no extension at the letters that is easier to read at large sizes SERIF An extension at the end of certain letters that make the type easier to read at text

sizes SLANDER Spoken defamation; damaging false statements against another person or

institution that are spoken SOFT NEWS Background information or human interest stories SPREAD Two facing pages that are designed as one unit STAFF BOX A box containing the names of the staff members STORY A block of text on a single topic beginning with some form of a lead followed by

the body that contains quotations and transitions TABLOID A smaller format 1/2 broadsheet folded, often preferred by publishers of local

papers or commuter papers and the sensationalist press (National Enquirer) TEXT WRAP Adjusting the appearance of text to follow the shape of a graphic TRANSITION The portion of the story that helps the reader move from one point to the

next: helps a story flow, adds information, and explains other items in the story UNDERLINE A smaller headline set under the main headline that is approximately the

same length as the main headline WHITE SPACE The portion of a page with nothing on it used to draw a viewer into the

other elements on the page WRITE SERVICE A news agency or organization that gathers news and transmits it to

individual subscribing newspaper (AP, CP, Reuters)


Unit 1, Activities 2 and 3, Frayer Model Vocabulary Card

Frayer Model Vocabulary CardDefinition: Characteristics:

Example: Non-Example:

Definition:A solid made of atoms arranged in an ordered pattern

Characteristics:glassy

clear colored brightly coloredevenly shaped

patterned glimmer or sparkle

Example:metalsrockssnowflakessaltsugar

Non-Example:coal

peppersnowflakes

lavaobsidian

Frayer Model Vocabulary Card EXAMPLE


Key Word:

Key Word:crystal

Unit 1, Activity 3, Words in Context

Book: __________________________

date word sentence(s) from context, page number

defin

ition

rest

atem

ent

exam

ple

cont

rast

student-developed definition

understanding level

+


Unit 1, Activity 4, Writing Piece with Target Skills Planner, BLANK

Standards, Benchmarks, Grade Level ObjectivesInstructional Decisions to Make before Beginning

Writing Unit:

Writing Genre: __________________________Writing Mode: ______________Prewriting Technique(s) __________________________________Model(s) from Literature: ________________________________Student Model(s): ______________________________________Organization Style: ___________Transition Type: _____________Graphic Organizer(s): _________Focus: _____________________Supporting Details: _____________________________________Beginning Technique: __________Ending Technique: ___________Composing Skill(s): ___________Literary Device(s): _____________________________________Revision Focus(i): _____________________________________Proofreading for: _____________________________________Assessment with: ______________________________________


Unit 1, Activity 4, Writing Piece with Target Skills Planner, with Examples

Standards, Benchmarks, Grade Level Objectives (ELA-#- M#- #)ELA-2-M1-17 Organization; ELA-2-M4-21 Purpose/Audience; ELA-2-M3-20 Process; ELA-2-M4-22b Genre Elements; ELA-2-M5-23 Literary Devices ELA-2-M6 Response to Texts/Life

ELA-2-M3-20b Writing Process: Prewriting

ELA-2-M1-17b Chronological Order in Narration

ELA-2-M1-17d Transitions: Time order

ELA-2-M3-20b, c Graphic Organizers + Drafting

ELA-2-M1-17a Central Idea; Clear Focus

ELA-2-M1-17c Support and Elaboration; ELA-2-M4-21 and 22b, ELA-2-M2-19a, b, c, and d Writes w/ Narrative Elements

ELA-2-M1-17b and 17e, Intro, Hook

ELA-2-M1-17e Concluding Techniques

ELA-2-M4 Narrative Elements: Dialogue to advance plot ELA-2-M5 Writing Dialogue

ELA-2-M5-23 Using Figurative Language

ELA-2-M5 Writing Dialogue; ELA-2-M5-23 Using Figurative Language

ELA-3-M2 Punctuation and Capitalization: Quotation Marks and Indenting

ELA-3-M1 Legibility; ELA-3-M3-27a, b. and c Usage; ELA-3-M4-28a, b, and c Parts of Speech; ELA-3-M5-29 Spelling

Instructional Decisions to Make before Beginning Writing Unit:

Writing Genre: NarrativeWriting Mode: Personal NarrativePrewriting Technique(s) Brainstorming a List; Sorting into Categories for ParagraphsModel(s) from Literature Mem Fox’s: “Wilfred Gordon MacDonald Partridge;” Eve Bunting’s: “The Wall”Student Model(s) Jane Jones’s: “The Scare”; Robert Smith’s: “A Championship Season”Organization Style: ChronologicalTransition Type: Time Order WordsGraphic Organizer(s): Timeline; Plot Chart Focus: One Memorable EventSupporting Details: Events; Descriptive Attributes, plus Your Thoughts and Feelings throughout the EventBeginning Technique Hook: OnomatopoeiaEnding Technique: Telling the Lesson Learned/Meaning of Experience Composing Skill(s): Using Dialogue with Speaker Tags and Stage DirectionsLiterary Device(s): Exploding the Moment; Use of Simile and Magic ThreeRevision Focus(es) Adding Use of Dialogue to Reveal Character ; Adding FlashbackProofreading for: Quotation Marks and Indenting for Dialogue; Assessment with: LEAP/GEE rubric and/or Personal Narrative Analytic Rubric

Unit 1, Activity 4, Writing Piece with Target Skills Planner, with Examples

Date(s) Piece Extended Time Frame

Shorter Time Frame Audience

rese

arch

refle

ctio

n

revi

sion

jour

nal

text

re

spon

se

othe

r

Unit 1, Activity 6, Secondary Editing/Proofreading Checklist, BLANK

Secondary Editing/Proofreading ChecklistName_______________________________________________ Period_______Name_______________________________________________ Period_______Directions: For each corrected assignment, record title/description and number of errors you made in each area.

ERROR TypesTitle Irregular VerbsPossessive Pronoun FormHomophonesWord EndingsWord OmissionsUnnecessary RepetitionSpellingCapitalization [Indicate companies, buildings, monuments, geographical names]Comma Use [Compound Sentence; Adjectives; Intro. Phrase/Clause; Items in a Series, etc.]Colon Use (after salutation in business letters)Hyphen/Dash Use [Indicate: to separate syllables of words, compound adjectives.]Italics/UnderliningLegibilityReview from Previous Grades:Sentence FragmentsRun-OnsVaried Sentence StructureDouble NegativesSubject-Verb AgreementConsistent Verb TensePlurals Pronoun AgreementCapitalization [Indicate first, important words, titles, proper nouns, proper adjectives.]End MarksApostrophe [Indicate contractions, possession]Comma Use [Appositives; Adjectives; Intro. Phrase/Clause; Items in a Series, etcQuotation Marks/DialogueIndentation/MarginsNOTE: DE = Daily Edit; ¶ = Practice Paragraph

Unit 1, Activity 6, Secondary Editing/Proofreading Checklist, with Examples

Secondary Editing/Proofreading ChecklistName_______________________________________________ Period_______Name_______________________________________________ Period_______Directions: For each corrected assignment, record title/description and number of errors you made in each area.

ERROR Types

D.E.

8/2

9

D.E.

8/3

0

D.E.

8/3

1

D.E.

9/1

D.E.

9/2

D.E.

9/5

D.E.

9/7

D.E.

9/8

D.E.

9/9

Title Irregular VerbsPossessive Pronoun Form Homophones Word EndingsWord OmissionsUnnecessary Repetition SpellingCapitalization [Indicate companies, buildings, monuments, geographical names]

Comma Use [Compound Sentence; Adjectives; Intro. Phrase/Clause; Items in a Series, etc.]

Colon Use (after salutation in business letters)

Hyphen/Dash Use [Indicate: to separate syllables of words, compound adjectives.]

Italics/UnderliningLegibilityReview from Previous Grades:Sentence FragmentsRun-OnsVaried Sentence Structure

Double Negatives Subject-Verb AgreementConsistent Verb Tense Plurals Pronoun Agreement Capitalization [Indicate first, important words, titles, proper nouns, proper adjectives.]

End MarksApostrophe [Indicate contractions, possession]Comma Use [Appositives; Adjectives; Intro. Phrase/Clause; Items in a Series, etcQuotation Marks/DialogueIndentation/MarginsNOTE: DE = Daily Edit; ¶ = Practice Paragraph

Unit 1, Activity 7, Learning to Distinguish Nonfiction Text Structures

Learning to Distinguish Nonfiction Text StructurLearning to Distinguish Nonfiction Text Structureses TEXT

STRUCTUREGRAPHIC

REPRESENTATIONSIGNAL WORDS MEANING FOR

READERQUESTIONS to Ask for Understanding Structure:

Description or List

Sequence/Time Order

Compare and Contrast

Cause and Effect/

Problem and Solution

Unit 1, Activity 7, Learning to Distinguish Nonfiction Text Structures [Answer Key]

Learning to Distinguish Nonfiction Text StructuresLearning to Distinguish Nonfiction Text Structures(ANSWER KEY)(ANSWER KEY)

TEXT STRUCTURE

GRAPHIC REPRESENTATION

SIGNAL WORDS MEANING FOR READER

QUESTIONS to Ask for Understanding the Structure:

Description or List

one, two, first, second, third, to begin, next, finally, most important, when, also, too, then, to begin with, for instance, for example, in fact, etc.

A description, a set of a topic’s characteristics, or a list will follow.

What is being described? What are its unique (sensory) attributes?

Sequence or Time Order

on (date), not long after, now, as, before, after, when, first, second, then, finally, during, finally, until, etc.

A set of steps in a process or a sequence of events is being described in order of occurrence.

What happened first, second, and third? How were items in this paragraph organized: by age, time, etc?

Compare and Contrast

however, but, as well as, on the other hand, not only...but also, either...or, while, although, similarly, yet, unless, meanwhile, nevertheless, otherwise, compared to, despite, etc.

The likenesses and differences of two things are being described.

How are these items alike? How are these items different?

Cause and Effect

Problem and Solution

because, since, therefore, consequently, as, so that, as a result, cause, this led to, so, nevertheless, accordingly, if....then, thus, etc.

A cause and its resulting effects will be explained or a problem and its solution(s) will be described.

What happened? What were the effects of (TOPIC)? What were the reasons for this? What caused this to happen? Is there a solution to the problem?

Unit 1, Activity 7, Learning to Distinguish Nonfiction Text Structures [Answer Key]

Unit 1, Activity 7, Word Grid (Semantic Feature Analysis) for Comparison of Newspapers, Magazines, & Journals

Unit 1, Activity 9, Graphic Organizer for Comparison of Newspapers, Magazines, and Journals

Graphic Organizer for Comparison of Newspapers, Magazines, and Journals

DIRECTIONS: Place a check next to the features generally found in each type of periodical.Features Newspapers Magazines Journals

News stories aim to describe an important event or situation. Their main purpose is to inform the reader about recent developments.Editorials - Opinion essays written by newspaper staff, regular columnists, and other contributors; these may be in the form of letters to the editor and editorial cartoons. These opinion pieces almost always present arguments in support of subjective claims.Column - the name for each one of a series of essays appearing regularly in a newspaper or magazine, all written by the same author. The author of a column is a columnist.Feature stories - a story that is given special prominence in a newspaper or magazine. Features differ from news stories in their greater depth of background research and inclusion of some analysis with less emphasis on reporting latest news developments.Advertisements and classified ads - Display ads randomly appear throughout the pages of magazines and newspapers. Classified ads appear in newspapers and sometimes in magazines. They're called classified ads because they are divided and listed in classes, or kinds of things or services offered. Reviews - A review is a critical evaluation of a book, concert, film, or other item or event. The authors of reviews (reviewers or critics) rely on their own immediate reactions, background, and knowledge to describe, interpret, and evaluate what they are reviewing. Interviews - A printed interview is a record of a conversation between two or more people. Most interviews have been edited to improve the brevity and clarity of the conversation. While interviews may lack the organization and coherence of other types of articles, they can often provide unique and valuable insights into details of the life, career, and thought of the person interviewed. Research reports - A summary of the background, questions, methods, findings, and conclusions of a particular empirical research investigation. Research, which includes experiments, surveys, etc., is based on the evidence of the senses (including evidence produced by devices such as microscopes, cameras, and electronic instruments). Reviews of literature on a particular question - an attempt to combine all the findings related to a particular research question at a particular time. A review of the literature can be invaluable to your research project. A review can help to:

focus your research, identify key resources, anddevelop a framework for interpretation and evaluation.

Book reviews - A critical evaluation of a book, concert, film, or other event. Authors of reviews (reviewers or critics) rely on their own immediate reactions, background, and knowledge to describe, interpret, and evaluate what they are reviewing.

http://www.hccs.cc.tx.us/system/library/Center/Periodical/PerAD14.html

http://www.hccs.cc.tx.us/system/library/Center/Periodical/PGenres26.html

http://www.hccs.cc.tx.us/system/library/Center/Periodical/PGenres26.html

Unit 1, Activities 10 and 12, Inverted Pyramid News Story Format Handout

Inverted Pyramid Format

Newspaper articles are written using an “inverted pyramid format” as shown below. That means that the article will give the most important information at the top or beginning of an article and the least important information will be given at the end or bottom of the article. Follow this formula in creating your own news articles.

Headline: ______________________________

Lead: _____________________________________________ ______________________________________________

Who? What? Where?

When? Why?

Detail 1 Detail 2 Detail 3

Final Detail

.

Unit 1, Activities 10 and 12, Inverted Pyramid News Story Format Handout

Unit 1, Activity 13, News Story & Headline Writing Rubric

News Story and Headline Writing RubricNews Story and Headline Writing Rubric

PointsHEADLINE Lead/Intro Ideas and

OrganizationStyle and Voice Word

Choice and Sentence Fluency

Accuracy of Information

Photos/Graphics

Conventions

3 Headline is short, direct sentence in active voice and present tense; gives reader overall impression of entire story.

Lead hooks reader and uses correct inverted paragraph style.

Story uses all 5WandH elements in inverted pyramid order with clear angle maintained throughout; distinguishes fact from opinion.

News story shows thought, effort, and creativity in language style; reveals vibrant author’s voice.

News story contains precise, clear language and variety in sentence structure.

News story demonstrates careful research; presents more than one side of issue, yet remains objective.

News story has excellent and appropriate accompanying photo/graphic in ready-to-use format.

No spelling or punctuation errors in final draft. Character and place names spelled consistently throughout.

2 Headline too long/short, in passive voice or past tense, but conveys overall impression of story.

Lead lacks some important elements of 5W’s and H; weak hook.

Story uses 5WandH elements, but not in inverted pyramid order; clear angle maintained throughout; may muddle fact and opinion.

News story demonstrates minor weaknesses or inconsistencies in language style; reveals clear author’s voice.

News story contains clear language and sentence structure, but lacks flair or variety in each.

News story demonstrates unclear research base or presents only one side of issue, slightly subjective and opinionated.

News story has inappropriate accompanying photo/graphic in a ready-to-use format.

One or two spelling or punctuation errors in final draft.

1 Headline too long/short, in passive voice/past tense, and/or conveys only one or two details of entire story.

Lead gives unnecessary information or is too lengthy.

Story uses most 5WandH elements, not in inverted pyramid order; fails to maintain angle throughout story; may muddle fact and opinion.

News story demonstrates weaknesses and inconsistencies in language style; slightly reveals author’s voice.

News story contains difficult or unclear language and little variety in sentence structure.

News story demonstrates flawed research or presents one-sided, rather biased and/or opinionated view of issue.

News story has appropriate photo/graphic in unusable format:Too dark ___Not sharp___.

Few (3-5) spelling and punctuation errors in final draft.

0 Headline too long/short, in passive voice or past tense, and does not convey overall impression of story.

Lead unclear; information missing.

Story missing 5WandH elements, not in inverted pyramid order; fails to maintain angle throughout story; muddles fact and opinion.

News story demonstrates many weaknesses and inconsistencies in language style; does not reveal author’s voice.

News story contains difficult or unclear language and simplistic sentence structure.

News story demonstrates little or no research; presents one-sided, subjective, opinionated view of issue.

News story has no accompanying photo/graphic.

More than 5 spelling and punctuation errors in final draft.

Your Score:

Comments:

Name ___________________________________________________________ Date _____________________


Unit 1, Activity 13, News Story & Headline Writing Rubric


Unit 1, Activity 14, Graphic Organizer for Roles

Graphic Organizer for Roles

Role Duties Organization Technology Needed

Deadline Students


Unit 1, Activity 14, Feature Story Rubric

Feature Story RubricScore Descriptors:

5 focuses entirely on human interest topic has an imaginative lead establishes an insightful angle that is maintained throughout organizes information effectively for topic uses well-chosen quotations that illuminate the angle uses a clear and imaginative language style with no mechanics errors uses clear sources that may be checked easily

4 focuses generally on human interest topic has a clear lead establishes a clear angle that is maintained throughout organizes information logically for topic uses quotations that support the angle uses a clear language style with few mechanics errors uses clear sources that may be checked easily

3 focuses on human interest topic has a clear but unimaginative lead establishes a conventional, generalized angle that is maintained throughout organizes information, but unevenly uses quotations that somewhat support the angle demonstrates weaknesses in language style or mechanics sources unclear or difficult to check

2 focuses on topic unrelated to human interest has a weak lead establishes an unclear angle or angle is not maintained throughout organizes information so unevenly as to cause confusion uses only one quotation or quotations do not support angle demonstrates distracting weaknesses in language style or mechanics sources unclear or difficult to check

1 lacks a clear human interest focus has a weak or missing lead lacks a clear angle maintained throughout fails to organize information logically lacks quotations that support angle weaknesses in language style or mechanics interfere with understanding uses unattributable or unreliable sources; plagiarizes


Unit 1, Activities 15 and 16, Class Newspaper/Magazine Rubric

Class Newspaper/Magazine RubricCATEGORY 4 3 2 1

Ideas and Organization

All topics addressed and all questions answered with at least 3 sentences about each. Information clearly relates to main topic. Includes several supporting details and/or examples. All paragraphs include introductory sentence, explanations or details, and concluding sentence.

All topics addressed and most questions answered with at least 2 sentences about each. Information clearly relates to main topic. Provides 1-2 supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

All topics addressed, and most questions answered with 1 sentence about each. Information relates to the main topic. No details and/or examples given. Paragraphs include related information but typically not constructed well.

One or more topics not addressed. Information has little or nothing to do with main topic. Paragraphing structure not clear and sentences not typically related within the paragraphs.

Sources of Information

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Audience Awareness and

Style

Uses precise, exact, vivid words. Uses a variety of sentence types and sentence beginnings; fits general audience.

Uses clear words. Uses some variety of sentence types and sentence beginnings; fits general audience.

Word choice generic, overused, inappropriate, or wrong; information uses sentence patterns, simple sentences, and over-extended sentences, “And/But” beginnings; vague, inappropriate, monotonous.

Word choice is functional or inappropriate, with omission errors; automatic writing; simple sentences and patterns; on and on; tone and/or voice confusing or absent; no awareness of audience.

FUMS: Sentence

Formation, Usage,

Mechanics, and Spelling

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.


Unit 1, Activity16, Group Discussion Record

Group Members: ___________________________My role: _____________________________

Meeting one: Meeting two: Meeting three: Meeting four:

Before this meeting, I have to…

What is my goal this time?

What is my deadline?

What information do I have to share with my group this

week?

What questions do I have for my

group members?


Unit 1, Activity 17, Persuasive Letter Rubric

Persuasive Letter Rubric4 points 3 Points 2 Points 1 Point

(IDEAS)OpeningStatement

Strongly and clearly states a personal opinion. Position is clearly stated and consistently maintained. Clear references to the issue(s) are stated.

Clearly states a personal opinion. Position is clearly stated and consistently maintained. References to the issue(s) at hand are missing.

Personal opinion is not clearly stated. Position is stated, but is not maintained consistently throughout work.

Personal opinion is not easily understood; statement of position is unclear, missing, or contradictory.

(IDEAS)SupportingDetails

Provides 2 or more strong details, reasons and/or examples in support of the opinion; argument is highly advanced.

Provides 2 details, reasons and/or examples in support of the opinion; argument is somewhat advanced.

Provides at least 1 detail, reason and/or example in support of the opinion; a basic level of argument is present.

There is no evidence of an argument. Student only stated unsupported opinions.

(IDEAS)Concluding Statement

Summarizes personal opinion in a strong concluding statement.

Summarizes personal opinion in a concluding statement.

Concluding statement is a weak summary of personal opinion.

Concluding statement makes no reference to personal opinion.

(ORGANIZATION)Format/Organization

Structure of work is clearly developed and organization is logical.

Structure developed reasonably well, but lacks clarity.

Some attempt to structure the argument has been made, but the structure is poorly developed.

There is a total lack of obvious structure.

(AUDIENCE AWARENESS/STYLE)Tone/Word Choice

Chooses words that are clear, descriptive, and accurate. Maintains consistent persuasive tone appropriate to audience throughout letter.

Adequately chooses words that are clear and descriptive. Demonstrates a persuasive tone appropriate to audience in parts of the letter.

Chooses some words that are clear and descriptive. Lacks consistent persuasive tone appropriate to audience.

Language and tone of letter are unclear or inappropriate for audience and lacks description.

(FUMS)Sentence Fluency

Sentence structure correct and varied.

Sentence structure generally correct. Some awkward sentences do appear; some sentence variety.

Work contains structural weaknesses and grammatical errors; little sentence variety; only basic sentence structures.

Work pays little attention to proper sentence structure or variety in type.

(FUMS)Usage, Mechanics, and Spelling

Contains few, if any, indentation, punctuation, spelling, or grammatical errors.

Contains errors in indentation, punctuation, spelling, or grammar that don’t interfere with meaning.

Contains many indentation, punctuation, spelling, and/or grammatical errors that interfere with meaning.

Contains many indentation, punctuation, spelling, and/or grammatical errors that make the piece illegible.


Documents

Grade 6, ELA Unit 1: Activity 1 - Richland Parish School …richland.k12.la.us/documents/common core standards/cc/6th... · Web viewTABLOID A smaller format 1/2 broadsheet folded,