Grade Writing to Sources - Amazon S3Writing to Sources Common Core and other new state standards emphasize the importance of rigorous, text-dependent oral and written responses They

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B e n c h m a r k e d u c a t i o n c o m p a n y®

Writing to Sources

Build speaking, language, and writing skills with text-dependent Opinion/Argument, Informative/Explanatory, and Narrative Prompts.

6Grade

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Writing to Sources

Table of ContentsUsing Writing to Sources 2

Evaluation Rubrics 3

Unit 1 Prompts 4

Unit 2 Prompts 6

Unit 3 Prompts 8

Unit 4 Prompts 10

Unit 5 Prompts 12

Unit 6 Prompts 14

Unit 7 Prompts 16

Unit 8 Prompts 18

Unit 9 Prompts 20

Unit 10 Prompts 22

Student Writing Checklists 24

Conventions of English Mini-Lessons 25

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LITERACY B E N C H M A R K

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Writing to Sources 6Grade

2 ©2014 Benchmark Education Company, LLC • Writing to Sources • Grade 6

Using Writing to SourcesCommon Core and other new state standards emphasize the importance of rigorous, text-dependent oral and written responses They require that students engage with texts directly and deeply to draw on textual evidence and to support valid inferences from the text

In order for students to be college- and career-ready writers, they must learn to assert and defend claims, explain what they know about a particular subject, and convey what they have experienced, imagined, thought, and felt Writing to Sources provides frequent opportunities for students to practice writing in a wide range of genres and provides authentic practice for standardized writing assessments

Each prompt in Writing to Sources is tied directly to the texts students read in each week of Benchmark Literacy The prompts require that students engage directly with the texts in order to successfully complete the task You may have students complete the writing tasks at independent workstations during the small-group reading block, or as homework assignments You may also choose to have students respond to the prompts orally to strengthen academic oral language skills

Use the Evaluation Rubrics on the next page to guide your scoring of students’ responses On page 24, reproducible Student Writing Checklists are provided Distribute them to students to serve as checklists as they write, or as self-assessment guides

If your students will be using computers to draft, edit, and revise their work, consider these ways to support online collaboration and digital publishing:

• Google Docs facilitate collaboration and allow teachers and peers to provide real-time feedback on writing pieces

• Wikis enable students to share their writing around a common topic.

• Audio tools such as GarageBand and Audacity enable students to record their works (podcasts) for others to hear on a safe sharing platform

• Blogs can be used as digital journals where students engage in short-form, interest-based writing that provides peer and teacher feedback Blogs can also be developed and extended into essays, opinion pieces, and research papers

• Student writing can be enriched with images, audio, and video, and shared with a wider audience via numerous web 2 0 technologies

Based on your observations of students’ writing, use the model mini-lessons on pages 26–38 to address Conventions of Standard English skills your students have not mastered These explicit mini-lessons address the grade-level skills outlined in Common Core Language Standards L 6 1, L 6 2, and L 6 3

3©2014 Benchmark Education Company, LLC • Writing to Sources • Grade 6

Evaluation Rubrics

Opinion/Argument

Traits 1 2 3 4The writer states a strong opinion, position, or point of view

The writer supplies well-organized reasons that support his or her opinion using facts, concrete examples, and supporting evidence from the text

The writer links opinions and reasons using words, phrases, and clauses

The writer provides a concluding statement or section that supports the position

The writer demonstrates command of grade-appropriate conventions of standard English grammar and usage The writer demonstrates command of grade-appropriate conventions of standard English capitalization, punctuation, and spelling

Informative/Explanatory

Traits 1 2 3 4The writer introduces his/her topic with a clear topic statement

The writer logically groups related information

The writer uses facts, definitions, concrete details, quotations, or other information and examples from the text to develop his or her points

The writer uses precise language and terminology to explain the topic

The writer provides a concluding statement or section

The writer demonstrates command of grade-appropriate conventions of standard English grammar and usage

The writer demonstrates command of grade-appropriate conventions of standard English capitalization, punctuation, and spelling

Narrative

Traits 1 2 3 4The writer establishes a setting or situation for his or her narrative

The writer introduces a narrator and/or characters

The writer organizes his or her narrative into a sequence of unfolding events

The writer uses narrative techniques, such as dialogue, description, and pacing

The writer uses transitional words to show the sequence of events

The writer uses concrete words and phrases and sensory details

The writer provides a conclusion to the events in the narrative

The writer demonstrates command of grade-appropriate conventions of standard English grammar and usage

The writer demonstrates command of grade-appropriate conventions of standard English capitalization, punctuation, and spelling

Key 1–Beginning 2–Developing 3–Accomplished 4–Exemplary

Unit 1


Week 1 Week 2 Week 3

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• Do citizens today need to learn about and take a position on controversial issues from our country’s history? Why or why not? Support your opinion with evidence from “A Union Divided” and your own experiences

• Which do you think is more important to America’s history—Benjamin Franklin’s work as a Founding Father or his work as an inventor? Why? Support your opinion with information from the “Benjamin Franklin” poster.

• Who do you think had a greater impact on history—Julius Caesar or Cleopatra? Support your opinion with specific details from the texts

• If you were a Powhatan in the 1600s, would you have considered the relationship Pocahontas had with the new settlers to be positive or negative for your tribe? Why? Support your opinion with specific details from the text

• On page 16, Patrick Henry says, “Battles are not won by power alone Battles are won by strong beliefs and by courage ” Do you agree with this statement? Why or why not? Support your opinion with information on the time line on pages 2–3, evidence from the text, and your own experiences

Info

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Expl

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ory • Why is it important for humans to protect the atmosphere and

the biosphere? Use details from “The Atmosphere and the Biosphere” to support your explanation

• In what ways were Luis Alvarez and Benjamin Franklin alike? Use examples from both passages to support your explanation

• Summarize at least three events that demonstrate how “Veni, vidi, vici” (“I came, I saw, I conquered”) exemplifies the life of Julius Caesar.

• Explain why it is important for biographers to differentiate between proven and unproven facts about their subjects’ lives Use examples from both texts to support your explanation

• On page 3, the text says, “It took great personal courage for Patrick Henry to give his now-famous speech ” Support this conclusion with details from the Background Information section and the script

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• Imagine you are a scientist who studies aerogels. Write a story in which you use this lightweight solid to solve a problem Use the information in “Solids” to help you with your story

• Imagine you are present at Luis Alvarez’s Nobel Prize acceptance speech and you hear his stirring quote about finding new secrets in nature Write a journal entry about which of Alvarez’s “new secrets” most inspires you and why

• Imagine that you are an eyewitness to Cleopatra’s grand entrance to Tarsus to meet with Antony. Describe the current happenings in your country, what you observe, and how you feel about the meeting between the two great leaders

• Imagine you were a colonist at the celebration now considered to be the first Thanksgiving Write a letter to your family across the ocean describing the events leading up to the celebration Include details from the biography about Squanto in your letter

• Write a journal entry that Johnny or Patsey might write before going to bed concerning their discussion with their father about his upcoming speech

Comprehension Anchor Posters Genre Posters



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• Do citizens today need to learn about and take a position on controversial issues from our country’s history? Why or why not? Support your opinion with evidence from “A Union Divided” and your own experiences

• Which do you think is more important to America’s history—Benjamin Franklin’s work as a Founding Father or his work as an inventor? Why? Support your opinion with information from the “Benjamin Franklin” poster.

• Who do you think had a greater impact on history—Julius Caesar or Cleopatra? Support your opinion with specific details from the texts

• If you were a Powhatan in the 1600s, would you have considered the relationship Pocahontas had with the new settlers to be positive or negative for your tribe? Why? Support your opinion with specific details from the text

• On page 16, Patrick Henry says, “Battles are not won by power alone Battles are won by strong beliefs and by courage ” Do you agree with this statement? Why or why not? Support your opinion with information on the time line on pages 2–3, evidence from the text, and your own experiences

Info

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ive/

Expl

anat

ory • Why is it important for humans to protect the atmosphere and

the biosphere? Use details from “The Atmosphere and the Biosphere” to support your explanation

• In what ways were Luis Alvarez and Benjamin Franklin alike? Use examples from both passages to support your explanation

• Summarize at least three events that demonstrate how “Veni, vidi, vici” (“I came, I saw, I conquered”) exemplifies the life of Julius Caesar.

• Explain why it is important for biographers to differentiate between proven and unproven facts about their subjects’ lives Use examples from both texts to support your explanation

• On page 3, the text says, “It took great personal courage for Patrick Henry to give his now-famous speech ” Support this conclusion with details from the Background Information section and the script

Nar

rativ

e

• Imagine you are a scientist who studies aerogels. Write a story in which you use this lightweight solid to solve a problem Use the information in “Solids” to help you with your story

• Imagine you are present at Luis Alvarez’s Nobel Prize acceptance speech and you hear his stirring quote about finding new secrets in nature Write a journal entry about which of Alvarez’s “new secrets” most inspires you and why

• Imagine that you are an eyewitness to Cleopatra’s grand entrance to Tarsus to meet with Antony. Describe the current happenings in your country, what you observe, and how you feel about the meeting between the two great leaders

• Imagine you were a colonist at the celebration now considered to be the first Thanksgiving Write a letter to your family across the ocean describing the events leading up to the celebration Include details from the biography about Squanto in your letter

• Write a journal entry that Johnny or Patsey might write before going to bed concerning their discussion with their father about his upcoming speech

Unit

1

Genre Text Genre Text Reader’s Theater



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• How important are photographs or illustrations in a “how-to” article? Support your opinion with examples from “Tornado in a Bottle” and your own experiences

• Do you think moving to a new school would be fun or frightening? Why? Support your conclusion with details from “New Face in the Crowd” and your own experiences

• Do you think Cai is jealous of Tucker’s friendship with Lissie? Why or why not? Support your opinion with details from the text

• Who do you think learned the more important lesson in these stories—Jake or Brooke? Why? Support your opinion with details from the text

• Do you think Romeo’s poetic language adds to or detracts from the story? Why? Support your opinion with examples from the text

Info

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ive/

Expl

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ory • Summarize how the information from “Starting Your Own

Business” and “The Nineteenth Amendment” both relate to meeting a goal Use details from the titles, texts, and graphic features to build your summary

• Although Carmen from “New Face in the Crowd” and Brenda from “True Confessions” are in two different situations, they have some feelings in common Support this conclusion with examples from both texts

• How do dog whistles work? Why do people use them? Use information from “The Key in the Cave” to support your explanation

• On page 7, Jake appreciates the fact that Cai “is the kind of person who always says nice things about your plans.” How does this character trait in Cai solve Jake’s problem later in the story? Use specific evidence from the text to support your explanation

• How can you tell that Juliet’s parents have high expectations for her academic success? Use details from the text to support your explanation

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• Write a story in which you overcome an obstacle while starting a business Use information from “Starting Your Own Business” to help you

• Rewrite “True Confessions” from the point of view of a student who is shorter than the rest of the kids in the class What difficulties will he or she have? What advantage will he or she discover in the end?

• Write an entry Brooke might record in her diary about her “trial” friendship with Ann-Marie, Crystal, and Emmaline Include her feelings about what made her decide to leave the Oak Street Kids, why she came back, and what she learned

• Write a sequel to “Brooke and the Perfect Project” in which a writer and photographer from the beautiful-homes magazine come to interview the Oak Street Kids for a feature in their publication

• Write a continuation of the play explaining how Romeo and Juliet do or do not become a couple

Unit 2




Opi

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• How important are photographs or illustrations in a “how-to” article? Support your opinion with examples from “Tornado in a Bottle” and your own experiences

• Do you think moving to a new school would be fun or frightening? Why? Support your conclusion with details from “New Face in the Crowd” and your own experiences

• Do you think Cai is jealous of Tucker’s friendship with Lissie? Why or why not? Support your opinion with details from the text

• Who do you think learned the more important lesson in these stories—Jake or Brooke? Why? Support your opinion with details from the text

• Do you think Romeo’s poetic language adds to or detracts from the story? Why? Support your opinion with examples from the text

Info

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ive/

Expl

anat

ory • Summarize how the information from “Starting Your Own

Business” and “The Nineteenth Amendment” both relate to meeting a goal Use details from the titles, texts, and graphic features to build your summary

• Although Carmen from “New Face in the Crowd” and Brenda from “True Confessions” are in two different situations, they have some feelings in common Support this conclusion with examples from both texts

• How do dog whistles work? Why do people use them? Use information from “The Key in the Cave” to support your explanation

• On page 7, Jake appreciates the fact that Cai “is the kind of person who always says nice things about your plans.” How does this character trait in Cai solve Jake’s problem later in the story? Use specific evidence from the text to support your explanation

• How can you tell that Juliet’s parents have high expectations for her academic success? Use details from the text to support your explanation

Nar

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e

• Write a story in which you overcome an obstacle while starting a business Use information from “Starting Your Own Business” to help you

• Rewrite “True Confessions” from the point of view of a student who is shorter than the rest of the kids in the class What difficulties will he or she have? What advantage will he or she discover in the end?

• Write an entry Brooke might record in her diary about her “trial” friendship with Ann-Marie, Crystal, and Emmaline Include her feelings about what made her decide to leave the Oak Street Kids, why she came back, and what she learned

• Write a sequel to “Brooke and the Perfect Project” in which a writer and photographer from the beautiful-homes magazine come to interview the Oak Street Kids for a feature in their publication

• Write a continuation of the play explaining how Romeo and Juliet do or do not become a couple


Unit

2

Unit 1



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• Would you like to have joined Joseph Kittinger Jr. on his record-setting parachute jump? Why or why not? Support your opinion with details from “Free Fall from Space.”

• Would you have enjoyed learning to become a scribe? Why or why not? Support your opinion with details from “On Becoming a Scribe ”

• Reread the last line in “The Day the Towers Fell.” Do you agree with Aaron’s assessment of the situation? Why or why not? Support your opinion with evidence from the text

• In “The Education of Abigail Adams,” Johnny says, “Education can happen anywhere, at any time ” Do you agree or disagree? Why? Support your opinion with details from the text and your own experiences

• Who or what in the story do you think gave the new arrivals the most courage and comfort? Support your opinion with evidence from the text

Info

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ive/

Expl

anat

ory • Name three character traits that describe Dolley Madison. Use

details from “Dolley Takes Action” to support your conclusion.• How do both the young man from

Mesopotamia and the first trainer of seeing-eye dogs exemplify humans’ desire to achieve and to make the world a better place? Use specific examples from both passages to support your explanation

• Draw a conclusion about how quickly the general public learned about the 9/11 attacks compared with the attack on Pearl Harbor. Use reasons and details from pages 5–7 and both texts to support your conclusion

• Explain what it meant to be an apprentice in early America. Use evidence from “Ben Franklin, Apprentice Printer” to support your answer

• Based on details in the story, describe the process immigrants went through to gain approval to enter the United States

Nar

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• Write an e-mail Ronald might send out to his friends when he gets home detailing his conversation with Julie.

• Rewrite “Crossing the Street” from Buddy’s point of view Include details about his training, his trainer, and his feelings about performing in busy traffic with reporters watching

• Rewrite “Mere Moments: A Story of Pearl Harbor” from Doreen’s point of view Include details about caring for the injured men and wondering if Jimmy would be among them.

• Write a story in which Abigail meets Ben as an adult and they discuss their childhoods and goals for the new nation Include information from pages 4–5 and details from both stories

• Write a story in which the early immigrants in George’s family find out what he is saying about the new arrivals at Ellis Island. Help him understand that he has a good job in America only because they were willing to go through the same process

Unit 3




Opi

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• Would you like to have joined Joseph Kittinger Jr. on his record-setting parachute jump? Why or why not? Support your opinion with details from “Free Fall from Space.”

• Would you have enjoyed learning to become a scribe? Why or why not? Support your opinion with details from “On Becoming a Scribe ”

• Reread the last line in “The Day the Towers Fell.” Do you agree with Aaron’s assessment of the situation? Why or why not? Support your opinion with evidence from the text

• In “The Education of Abigail Adams,” Johnny says, “Education can happen anywhere, at any time ” Do you agree or disagree? Why? Support your opinion with details from the text and your own experiences

• Who or what in the story do you think gave the new arrivals the most courage and comfort? Support your opinion with evidence from the text

Info

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ive/

Expl

anat

ory • Name three character traits that describe Dolley Madison. Use

details from “Dolley Takes Action” to support your conclusion.• How do both the young man from

Mesopotamia and the first trainer of seeing-eye dogs exemplify humans’ desire to achieve and to make the world a better place? Use specific examples from both passages to support your explanation

• Draw a conclusion about how quickly the general public learned about the 9/11 attacks compared with the attack on Pearl Harbor. Use reasons and details from pages 5–7 and both texts to support your conclusion

• Explain what it meant to be an apprentice in early America. Use evidence from “Ben Franklin, Apprentice Printer” to support your answer

• Based on details in the story, describe the process immigrants went through to gain approval to enter the United States

Nar

rativ

e

• Write an e-mail Ronald might send out to his friends when he gets home detailing his conversation with Julie.

• Rewrite “Crossing the Street” from Buddy’s point of view Include details about his training, his trainer, and his feelings about performing in busy traffic with reporters watching

• Rewrite “Mere Moments: A Story of Pearl Harbor” from Doreen’s point of view Include details about caring for the injured men and wondering if Jimmy would be among them.

• Write a story in which Abigail meets Ben as an adult and they discuss their childhoods and goals for the new nation Include information from pages 4–5 and details from both stories

• Write a story in which the early immigrants in George’s family find out what he is saying about the new arrivals at Ellis Island. Help him understand that he has a good job in America only because they were willing to go through the same process

Unit

3




Opi

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• Would you like to be an archaeologist studying Mycenae? Why or why not? Support your opinion with details from “Learning About Ancient Greece.”

• What do you think is the most important character trait for an amateur detective to possess? Support your opinion with details from both passages

• On page 6, the author says that Eddie admires Runt “as an unsung genius ” Do you agree with Eddie’s assessment? Why or why not? Support your opinion with evidence from the text

• Which crime do you think demanded more analytic skill to solve? Why? Support your opinion with evidence from the text

• Which clue do you think was most important in helping Sherlock Holmes solve the mystery? Which clue was least important? Support your opinions with specific evidence from the text

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• Text from “Weather in Our Daily Lives” says, “Weather affects your daily life in many ways ” Use details from the text and your own experience to support this conclusion

• Mystery authors sometimes use humor to make their stories more fun and interesting Use an example from each passage to support this conclusion

• Explain the role that keen observation skills play in Eddie’s success Use examples from both stories to support your explanation

• Use events and details from “The Mixed-Up Guitar Case” to explain how to conduct an auction

• On page 2, the author states that Sherlock Holmes “tends to keep his ideas secret, revealing only hints, until the very end when he explains his deductions (conclusions based on evidence) along with the solution to the mystery ” Using details from the text, explain how this story supports Arthur Conan Doyle’s typical plot design

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• Write a sequel to “Iktomi and the Muskrat” describing what happens the next time Iktomi cooks a kettle of fish

• Rewrite “Mystery of the Neighbor Next Door” from Mr Lopez’s point of view

• Rewrite “Murder Island” from the point of view of the culprit, Mr Studak Explain his rationale and plan for murdering the banker and what he feels went wrong

• Both mysteries end with a suggestion about a future concert appearance Choose one of the stories and write a sequel about the concert

• Write a scene in which Mr. and Mrs Clay, on their way to jail, discuss how and why their perfect crime went wrong

Unit 4




Opi

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• Would you like to be an archaeologist studying Mycenae? Why or why not? Support your opinion with details from “Learning About Ancient Greece.”

• What do you think is the most important character trait for an amateur detective to possess? Support your opinion with details from both passages

• On page 6, the author says that Eddie admires Runt “as an unsung genius ” Do you agree with Eddie’s assessment? Why or why not? Support your opinion with evidence from the text

• Which crime do you think demanded more analytic skill to solve? Why? Support your opinion with evidence from the text

• Which clue do you think was most important in helping Sherlock Holmes solve the mystery? Which clue was least important? Support your opinions with specific evidence from the text

Info

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ive/

Expl

anat

ory

• Text from “Weather in Our Daily Lives” says, “Weather affects your daily life in many ways ” Use details from the text and your own experience to support this conclusion

• Mystery authors sometimes use humor to make their stories more fun and interesting Use an example from each passage to support this conclusion

• Explain the role that keen observation skills play in Eddie’s success Use examples from both stories to support your explanation

• Use events and details from “The Mixed-Up Guitar Case” to explain how to conduct an auction

• On page 2, the author states that Sherlock Holmes “tends to keep his ideas secret, revealing only hints, until the very end when he explains his deductions (conclusions based on evidence) along with the solution to the mystery ” Using details from the text, explain how this story supports Arthur Conan Doyle’s typical plot design

Nar

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e

• Write a sequel to “Iktomi and the Muskrat” describing what happens the next time Iktomi cooks a kettle of fish

• Rewrite “Mystery of the Neighbor Next Door” from Mr Lopez’s point of view

• Rewrite “Murder Island” from the point of view of the culprit, Mr Studak Explain his rationale and plan for murdering the banker and what he feels went wrong

• Both mysteries end with a suggestion about a future concert appearance Choose one of the stories and write a sequel about the concert

• Write a scene in which Mr. and Mrs Clay, on their way to jail, discuss how and why their perfect crime went wrong

Unit

4




Opi

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• Would you be more concerned about a hurricane warning or a tornado warning? Why? Support your opinion with information from “Storm Watches and Warnings ”

• Which character in the two myths do you think is most motivated to make things right? Why? Support your opinion with details from the text

• Which character do you think demonstrates the most humanlike actions and emotions? Why? Support your opinion with evidence from the text

• Which myth do you think represents the most dangerous challenge to Odysseus and his men? Why? Support your opinion with specific details from the text

• Overall, which challenge that Sam faced do you think was the greatest threat to Earth? Why? Support your opinion with evidence from the text

Info

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Expl

anat

ory • Describe two important decisions made by President Thomas

Jefferson and how they affected the growth of America. Use details from “Growing Trade in America” to support your explanation

• Name three character traits that describe Susano Use details from “Susano and the Dragon” to support your conclusions

• Describe the elements of nature included in “Ra Creates the World” and “Isis and Osiris” for which we now have scientific explanations

• Use examples from “Circe Enchants Odysseus” to support the claim on pages 6 and 13 that the gods often liked to meddle in human affairs

• Explain how Sam’s knowledge of mythology and geography helped him perform “the twelve new labors of Hercules.” Use specific examples from the text to support your answer

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• Write a story in which you are a modern-day scientist who goes back to ancient Greece to discuss new discoveries about matter with Democritus and Aristotle. Use the two philosophers’ ideas from “More Than Meets the Eye” to help develop your story

• Rewrite the “Cupid and Psyche” myth from Psyche’s point of view Include her thoughts and feelings about her many problems and adventures

• Imagine yourself in the setting of Set’s feast in “The Death and Rebirth of Osiris ” Use sensory details to describe what you see, hear, smell, taste, and touch Include your feelings about Set’s devious plan as well

• Rewrite “The Call of the Sirens” from the Sirens’ point of view, using either a story or a song to explain what happens

• Write a journal entry that Sally the waitress might record explaining the unexpected events of the day

Unit 5




Opi

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• Would you be more concerned about a hurricane warning or a tornado warning? Why? Support your opinion with information from “Storm Watches and Warnings ”

• Which character in the two myths do you think is most motivated to make things right? Why? Support your opinion with details from the text

• Which character do you think demonstrates the most humanlike actions and emotions? Why? Support your opinion with evidence from the text

• Which myth do you think represents the most dangerous challenge to Odysseus and his men? Why? Support your opinion with specific details from the text

• Overall, which challenge that Sam faced do you think was the greatest threat to Earth? Why? Support your opinion with evidence from the text

Info

rmat

ive/

Expl

anat

ory • Describe two important decisions made by President Thomas

Jefferson and how they affected the growth of America. Use details from “Growing Trade in America” to support your explanation

• Name three character traits that describe Susano Use details from “Susano and the Dragon” to support your conclusions

• Describe the elements of nature included in “Ra Creates the World” and “Isis and Osiris” for which we now have scientific explanations

• Use examples from “Circe Enchants Odysseus” to support the claim on pages 6 and 13 that the gods often liked to meddle in human affairs

• Explain how Sam’s knowledge of mythology and geography helped him perform “the twelve new labors of Hercules.” Use specific examples from the text to support your answer

Nar

rativ

e

• Write a story in which you are a modern-day scientist who goes back to ancient Greece to discuss new discoveries about matter with Democritus and Aristotle. Use the two philosophers’ ideas from “More Than Meets the Eye” to help develop your story

• Rewrite the “Cupid and Psyche” myth from Psyche’s point of view Include her thoughts and feelings about her many problems and adventures

• Imagine yourself in the setting of Set’s feast in “The Death and Rebirth of Osiris ” Use sensory details to describe what you see, hear, smell, taste, and touch Include your feelings about Set’s devious plan as well

• Rewrite “The Call of the Sirens” from the Sirens’ point of view, using either a story or a song to explain what happens

• Write a journal entry that Sally the waitress might record explaining the unexpected events of the day

Unit

5




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• Would you like to win a trip to space? Why or why not? Support you opinion with details from “A Trip to Space” and your own interests and experiences

• Do you think Mom and Dad make the best decision for their family in “Family Meeting”? Why or why not? Support your opinion with details from the text and your own experiences

• On page 13, Marisa says, “I was just trying to help ” Do you think this is her true motive? Why or why not? Support your opinion with evidence from the text and your own experiences

• Do you think Sydney does the right thing in turning in the wallet? Why or why not? Support your opinion with details from the text and your own experiences

• Do you think the caretaker convinces the neighbor and policeman that he is not mad, merely sensitive? Why or why not? Support your opinion with details from the text

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• What are some common needs and desires of people around the world? Use examples from “What Is a Global Citizen?” to support your explanation

• Explain how both “The New Kid” and “Family Meeting” relate to the theme of going to a new school Use specific examples from the texts to support your answer

• Based on details in “The Big Jump,” describe what it’s like to ride a zip line in a Costa Rican jungle Use specific details from the text to support your explanation

• One of the “Features of a Play” on page 3 says, “The play’s plot is based on conflict—a problem for the character to solve or a decision to make ” Use evidence from “New Kid in School” and “Many Happy Returns” to explain whether the story conflicts involve a problem, a decision, or both

• Write a newspaper article about the murder. Answer the questions who, what, when, where, why, and how.

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• Rewrite the story “How Leopard Got His Spots” from the point of view of one of the animals that moved to the forest

• Write a continuation of the play “The New Kid” to show what happens after Saturnino accesses his digital screen

• Write a continuation of the play that tells (1) what happens as a result of Kate breaking her “no moochers” policy, (2) whether Mel decides to be honest with Kate, and (3) whether Kate and Marisa’s friendship is saved

• Rewrite “New Kid in School” as a story from Simo’s point of view Extend the plot to include lunch with Aldo and whether or not Simo finally becomes friends with Pat

• Write a brief play based on the information about Poe’s famous poem “The Raven” on page 6 Include some of the techniques Gare Thompson uses in the play adaptation of “The Tell-Tale Heart.”

Unit 6




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• Would you like to win a trip to space? Why or why not? Support you opinion with details from “A Trip to Space” and your own interests and experiences

• Do you think Mom and Dad make the best decision for their family in “Family Meeting”? Why or why not? Support your opinion with details from the text and your own experiences

• On page 13, Marisa says, “I was just trying to help ” Do you think this is her true motive? Why or why not? Support your opinion with evidence from the text and your own experiences

• Do you think Sydney does the right thing in turning in the wallet? Why or why not? Support your opinion with details from the text and your own experiences

• Do you think the caretaker convinces the neighbor and policeman that he is not mad, merely sensitive? Why or why not? Support your opinion with details from the text

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• What are some common needs and desires of people around the world? Use examples from “What Is a Global Citizen?” to support your explanation

• Explain how both “The New Kid” and “Family Meeting” relate to the theme of going to a new school Use specific examples from the texts to support your answer

• Based on details in “The Big Jump,” describe what it’s like to ride a zip line in a Costa Rican jungle Use specific details from the text to support your explanation

• One of the “Features of a Play” on page 3 says, “The play’s plot is based on conflict—a problem for the character to solve or a decision to make ” Use evidence from “New Kid in School” and “Many Happy Returns” to explain whether the story conflicts involve a problem, a decision, or both

• Write a newspaper article about the murder. Answer the questions who, what, when, where, why, and how.

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• Rewrite the story “How Leopard Got His Spots” from the point of view of one of the animals that moved to the forest

• Write a continuation of the play “The New Kid” to show what happens after Saturnino accesses his digital screen

• Write a continuation of the play that tells (1) what happens as a result of Kate breaking her “no moochers” policy, (2) whether Mel decides to be honest with Kate, and (3) whether Kate and Marisa’s friendship is saved

• Rewrite “New Kid in School” as a story from Simo’s point of view Extend the plot to include lunch with Aldo and whether or not Simo finally becomes friends with Pat

• Write a brief play based on the information about Poe’s famous poem “The Raven” on page 6 Include some of the techniques Gare Thompson uses in the play adaptation of “The Tell-Tale Heart.”

Unit

6




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• Would you have checked out the advertisement in “The Red-Headed League” if you were Mr. Wilson? Why or why not? Support your opinion with details from the text and your own experiences

• Which site would you like to visit more—the tomb of Qin Shi Huang Di or the Taj Mahal? Why? Support your opinion with details from the text

• The second article is entitled “History’s Amazing Cloth.” Do you agree with the message this title states? Why or why not? Support your opinion with facts and details from the text

• Which three uses for lasers do you think are most important to your daily life? Why? Support your opinion with evidence from the text

• On page 11, Charles tells President Lincoln, “I still think you should have stayed in Washington ” Do you agree with Charles? Why or why not? Support your opinion with evidence from the text

Info

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Expl

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ory • Explain the difference between goods and services. Provide a

variety of examples of each from “How Did Economies Change Over Time?”

• Imagine you were a newspaper reporter in China in 1974, when Qin Shi Huang Di’s tomb was discovered Write an informational article about what happened and what was discovered Use facts from the “The Terracotta Warriors of China” in your article

• On page 10, the author says, “ objects weren’t the only things traded on the Silk Road Ideas, stories, cultural traditions, and beliefs were exchanged as well ” Use evidence from all four articles to support this conclusion

• Summarize the difference between laser light and regular light Use details from both the text and graphic features to support your explanation

• Use details from the speech and script to support the author’s conclusion that “The draft riots, and the dire need to increase Union army troops, were surely on Lincoln’s mind when he wrote ‘The Gettysburg Address’ ” (page 3).

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• Imagine you are the person in the photograph on “The Tallest Trees in the World” poster Write a journal entry describing your visit to the redwood forest Include details from both the passage and the photo

• Write a story about the building of the Taj Mahal from the point of view of one of Shah Jahan’s other wives. Does she admire his creation, or is she jealous that it’s not meant for her? How will she feel when the Shah dies?

• Reread the narrative on pages 8–9 or 18–19 Write a continuation of the story you select based on information from the texts

• Reread the last paragraph on page 9 Write a story with this challenge as the conflict, resolving it with information you learned about lasers in the introduction and articles

• Rewrite the story in the first person point of view as if you are Tad Lincoln Include details about how you feel about your family, the war, and your father’s trip to Gettysburg and his speech

Unit 7




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• Would you have checked out the advertisement in “The Red-Headed League” if you were Mr. Wilson? Why or why not? Support your opinion with details from the text and your own experiences

• Which site would you like to visit more—the tomb of Qin Shi Huang Di or the Taj Mahal? Why? Support your opinion with details from the text

• The second article is entitled “History’s Amazing Cloth.” Do you agree with the message this title states? Why or why not? Support your opinion with facts and details from the text

• Which three uses for lasers do you think are most important to your daily life? Why? Support your opinion with evidence from the text

• On page 11, Charles tells President Lincoln, “I still think you should have stayed in Washington ” Do you agree with Charles? Why or why not? Support your opinion with evidence from the text

Info

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ive/

Expl

anat

ory • Explain the difference between goods and services. Provide a

variety of examples of each from “How Did Economies Change Over Time?”

• Imagine you were a newspaper reporter in China in 1974, when Qin Shi Huang Di’s tomb was discovered Write an informational article about what happened and what was discovered Use facts from the “The Terracotta Warriors of China” in your article

• On page 10, the author says, “ objects weren’t the only things traded on the Silk Road Ideas, stories, cultural traditions, and beliefs were exchanged as well ” Use evidence from all four articles to support this conclusion

• Summarize the difference between laser light and regular light Use details from both the text and graphic features to support your explanation

• Use details from the speech and script to support the author’s conclusion that “The draft riots, and the dire need to increase Union army troops, were surely on Lincoln’s mind when he wrote ‘The Gettysburg Address’ ” (page 3).

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• Imagine you are the person in the photograph on “The Tallest Trees in the World” poster Write a journal entry describing your visit to the redwood forest Include details from both the passage and the photo

• Write a story about the building of the Taj Mahal from the point of view of one of Shah Jahan’s other wives. Does she admire his creation, or is she jealous that it’s not meant for her? How will she feel when the Shah dies?

• Reread the narrative on pages 8–9 or 18–19 Write a continuation of the story you select based on information from the texts

• Reread the last paragraph on page 9 Write a story with this challenge as the conflict, resolving it with information you learned about lasers in the introduction and articles

• Rewrite the story in the first person point of view as if you are Tad Lincoln Include details about how you feel about your family, the war, and your father’s trip to Gettysburg and his speech

Unit

7




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• Write a persuasive letter to try to convince a new country to join the U N Support your arguments with facts and details from “The United Nations ”

• Would you rather be able to hear your pet’s thoughts or have your pet hear and understand your thoughts? Why? Support your opinion with details from “Switch!” and your own experiences

• Do you agree with the statement that characters in stories have similar desires “no matter the century or setting” (page 7)? Why or why not? Support your opinion with evidence from both science fiction stories and your own reading experiences

• Would you like to work as a scientist in a submersible? Why or why not? Support your opinion with details from the text and your own experiences

• Do you agree with the radio station’s decision in 1938 to broadcast The War of the Worlds (page 4)? Why or why not? Support your opinion with details from the introduction and script

Info

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ory • Explain how the author of “Davy Crockett” uses hyperbole,

or exaggeration, to add interest to the story Provide specific examples from the text to support your explanation

• Describe how an author can take an everyday occurrence and turn it into a science fiction scene Use specific examples from “Switch!” and “Swipe!” to support your explanation

• Select one of the stories. Summarize the science fiction features the author includes and how they contribute to the overall plot and theme

• Select three of the charts, graphs, maps, diagrams, or other graphic features Summarize the information they present and explain how they support the text and help readers better understand the topic

• Summarize the major causes and effects in the story, including why the Martians attack, how they choose when and how to attack, and why they ultimately fail

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• Imagine you are the principal of the school Annie Adams attends. Write a letter back to Annie with your response. Will you grant her and her class permission to carry out their project? Will you offer further suggestions about how to make it work?

• Rewrite “Swipe!” from Buster’s point of view What do you see? Why do you lick the screen?

• Rewrite “An Attack on the Starship Mayflower in the Year 2647” from Helvetica’s point of view. Include her feelings about her own and her little brother’s accomplishments

• Reread the sidebar on page 23. Write a journal entry one of the Challenger’s scientists might record about his or her exploration and discoveries

• Imagine you are one of the characters in the illustration on page 12 Write a journal entry about your experience using the first person point of view Include as many details as possible from the story, including how you feel about the frightening events

Unit 8




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• Write a persuasive letter to try to convince a new country to join the U N Support your arguments with facts and details from “The United Nations ”

• Would you rather be able to hear your pet’s thoughts or have your pet hear and understand your thoughts? Why? Support your opinion with details from “Switch!” and your own experiences

• Do you agree with the statement that characters in stories have similar desires “no matter the century or setting” (page 7)? Why or why not? Support your opinion with evidence from both science fiction stories and your own reading experiences

• Would you like to work as a scientist in a submersible? Why or why not? Support your opinion with details from the text and your own experiences

• Do you agree with the radio station’s decision in 1938 to broadcast The War of the Worlds (page 4)? Why or why not? Support your opinion with details from the introduction and script

Info

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ive/

Expl

anat

ory • Explain how the author of “Davy Crockett” uses hyperbole,

or exaggeration, to add interest to the story Provide specific examples from the text to support your explanation

• Describe how an author can take an everyday occurrence and turn it into a science fiction scene Use specific examples from “Switch!” and “Swipe!” to support your explanation

• Select one of the stories. Summarize the science fiction features the author includes and how they contribute to the overall plot and theme

• Select three of the charts, graphs, maps, diagrams, or other graphic features Summarize the information they present and explain how they support the text and help readers better understand the topic

• Summarize the major causes and effects in the story, including why the Martians attack, how they choose when and how to attack, and why they ultimately fail

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• Imagine you are the principal of the school Annie Adams attends. Write a letter back to Annie with your response. Will you grant her and her class permission to carry out their project? Will you offer further suggestions about how to make it work?

• Rewrite “Swipe!” from Buster’s point of view What do you see? Why do you lick the screen?

• Rewrite “An Attack on the Starship Mayflower in the Year 2647” from Helvetica’s point of view. Include her feelings about her own and her little brother’s accomplishments

• Reread the sidebar on page 23. Write a journal entry one of the Challenger’s scientists might record about his or her exploration and discoveries

• Imagine you are one of the characters in the illustration on page 12 Write a journal entry about your experience using the first person point of view Include as many details as possible from the story, including how you feel about the frightening events

Unit

8




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t • Based on the information in “The Branches of Science,” what type of scientist would you most like to be? Support your opinion with details from the text and your own interests and experiences

• Which painting do you find more intriguing? Why? Support your opinion with details from the text and your own interests

• If you had lived in the mid-1800s, would you have sided with the art experts at the French Academy of Fine Arts or the group of artists who became known as the Impressionists? Why? Support your opinion with details from the text and your own experiences

• Do you agree with the author that reviews play an important role in helping people decide whether or not to see a movie? Why or why not? Support your opinion with details from the text and your own experiences

• On page 6 we read that Charles Dickens wrote A Christmas Carol quickly in order to earn some money to pay off a debt. Aside from this motivation, do you think his goal was to write a classic holiday story, to get a message across, or both? Why? Support your opinion with details from the introduction and story and your own experiences

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ory • Use information from “Why Is the Statue of Liberty Green?”

to support the conclusion that both natural and man-made landmarks experience slow change in Earth’s environment

• Explain why a painting from the late 1900s might look so similar to one painted by Emily Carr in the early 1900s Use evidence from “Aspire” and what you already know about art and artists to support your conclusion

• Select one painting by each artist Describe the painting and summarize why the artist painted it and the reviewer’s opinion of the artwork

• Readers can conclude from the titles of the reviews that both reviewers like The Wizard of Oz and dislike Peter Pan Choose one of the movies and summarize the two writers’ comments

• Summarize how the television show The Characters Live! works and why it is so popular

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• Write a story in which two pairs of shoes in a shoe store argue about which pair is better Include details about supply, demand, and price from “What Is a Market Economy?” in their arguments

• Imagine you visited Wanalee in Asia and saw her create a painting and perform with the Thai Elephant Orchestra Write an e-mail exchange with a friend back home describing your experience

• Imagine you were the person who bought the Degas sculpture for $19 2 million at the auction in 2009 Using the first person point of view, write a letter to a family member about your acquisition and why it is so important to you

• Write a scene in which the reviewer Cynthia Swain discusses the movie Peter Pan with her grandmother Base the story on details from page 15

• Reread page 2. Write a brief play that includes a character from each class who disagrees with the class system and the restrictions it imposes on people’s lives Include details from the story as well

Unit 9




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t • Based on the information in “The Branches of Science,” what type of scientist would you most like to be? Support your opinion with details from the text and your own interests and experiences

• Which painting do you find more intriguing? Why? Support your opinion with details from the text and your own interests

• If you had lived in the mid-1800s, would you have sided with the art experts at the French Academy of Fine Arts or the group of artists who became known as the Impressionists? Why? Support your opinion with details from the text and your own experiences

• Do you agree with the author that reviews play an important role in helping people decide whether or not to see a movie? Why or why not? Support your opinion with details from the text and your own experiences

• On page 6 we read that Charles Dickens wrote A Christmas Carol quickly in order to earn some money to pay off a debt. Aside from this motivation, do you think his goal was to write a classic holiday story, to get a message across, or both? Why? Support your opinion with details from the introduction and story and your own experiences

Info

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ive/

Expl

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ory • Use information from “Why Is the Statue of Liberty Green?”

to support the conclusion that both natural and man-made landmarks experience slow change in Earth’s environment

• Explain why a painting from the late 1900s might look so similar to one painted by Emily Carr in the early 1900s Use evidence from “Aspire” and what you already know about art and artists to support your conclusion

• Select one painting by each artist Describe the painting and summarize why the artist painted it and the reviewer’s opinion of the artwork

• Readers can conclude from the titles of the reviews that both reviewers like The Wizard of Oz and dislike Peter Pan Choose one of the movies and summarize the two writers’ comments

• Summarize how the television show The Characters Live! works and why it is so popular

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• Write a story in which two pairs of shoes in a shoe store argue about which pair is better Include details about supply, demand, and price from “What Is a Market Economy?” in their arguments

• Imagine you visited Wanalee in Asia and saw her create a painting and perform with the Thai Elephant Orchestra Write an e-mail exchange with a friend back home describing your experience

• Imagine you were the person who bought the Degas sculpture for $19 2 million at the auction in 2009 Using the first person point of view, write a letter to a family member about your acquisition and why it is so important to you

• Write a scene in which the reviewer Cynthia Swain discusses the movie Peter Pan with her grandmother Base the story on details from page 15

• Reread page 2. Write a brief play that includes a character from each class who disagrees with the class system and the restrictions it imposes on people’s lives Include details from the story as well

Unit

9




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• Reread the last paragraph of “Exploring Outer Space.” With which position do you agree most? Why? Support your opinion with details from the text and your own experiences

• Do you agree with the author of “Ban Carriage Horses in Cities”? Why or why not? Support your opinion with details from the text and your own experiences

• Which energy source do you think has the greatest overall benefit for America? Why? Support your opinion with specific facts and details from the text

• If you were a colonist during America’s Revolutionary Period, with which perspective would you have aligned? Why? Support your opinion with specific details from the text

• On page 5, the author says that Sojourner Truth “was skilled in the art of rhetoric, the art of speaking persuasively ” Do you agree or disagree? Support your opinion with evidence from the introduction, speech, and story

Info

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ory • Explain what types of skills and character traits would

have been important for “the woman of the manor ” Use details from “Women in the Medieval Period” as a basis for your explanation

• What advantages does a well-cared-for zoo animal have that an animal in the wild doesn’t have? Use examples from “Zoos Are Important to Animals” to support your explanation

• Select one of the essays and describe how the author uses graphic features, such as photographs and charts, to support the factual information and add credibility to her arguments

• One of the “Features of a Persuasive Essay” (page 3) is “The essay uses powerful words to influence the reader ” Identify at least three examples of powerful words each essayist uses and explain their intended effect

• Using specific details from the story, summarize the reason the convention attendees didn’t want Sojourner Truth to speak Were their fears realized? Why or why not?

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• Based on information in “Millions of Rabbits,” write a story in which the man who brought rabbits to Australia must explain his actions to the angry citizens of his country

• Write a story about being a city carriage horse from the first person point of view (as if you are the horse) Use words such as I and me in describing your daily life, owner, and friends, and the ups and downs of your job

• Write a play in which Ralph Waldo Emerson (page 6) and Henry David Thoreau (page 7) discuss the three essays Include how the act of learning the pros and cons of different points of view fits into their ways of thinking

• Write a scene in which William Penn (page 26) has the opportunity to meet with King George III (page 20) to discuss the future of the American colonies.

• Write a letter Lucinda might send to a family member describing her experience with Sojourner Truth at the convention

Unit 10




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• Reread the last paragraph of “Exploring Outer Space.” With which position do you agree most? Why? Support your opinion with details from the text and your own experiences

• Do you agree with the author of “Ban Carriage Horses in Cities”? Why or why not? Support your opinion with details from the text and your own experiences

• Which energy source do you think has the greatest overall benefit for America? Why? Support your opinion with specific facts and details from the text

• If you were a colonist during America’s Revolutionary Period, with which perspective would you have aligned? Why? Support your opinion with specific details from the text

• On page 5, the author says that Sojourner Truth “was skilled in the art of rhetoric, the art of speaking persuasively ” Do you agree or disagree? Support your opinion with evidence from the introduction, speech, and story

Info

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ive/

Expl

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ory • Explain what types of skills and character traits would

have been important for “the woman of the manor ” Use details from “Women in the Medieval Period” as a basis for your explanation

• What advantages does a well-cared-for zoo animal have that an animal in the wild doesn’t have? Use examples from “Zoos Are Important to Animals” to support your explanation

• Select one of the essays and describe how the author uses graphic features, such as photographs and charts, to support the factual information and add credibility to her arguments

• One of the “Features of a Persuasive Essay” (page 3) is “The essay uses powerful words to influence the reader ” Identify at least three examples of powerful words each essayist uses and explain their intended effect

• Using specific details from the story, summarize the reason the convention attendees didn’t want Sojourner Truth to speak Were their fears realized? Why or why not?

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• Based on information in “Millions of Rabbits,” write a story in which the man who brought rabbits to Australia must explain his actions to the angry citizens of his country

• Write a story about being a city carriage horse from the first person point of view (as if you are the horse) Use words such as I and me in describing your daily life, owner, and friends, and the ups and downs of your job

• Write a play in which Ralph Waldo Emerson (page 6) and Henry David Thoreau (page 7) discuss the three essays Include how the act of learning the pros and cons of different points of view fits into their ways of thinking

• Write a scene in which William Penn (page 26) has the opportunity to meet with King George III (page 20) to discuss the future of the American colonies.

• Write a letter Lucinda might send to a family member describing her experience with Sojourner Truth at the convention


Unit

10


Student Writing ChecklistsOpinion/Argument__ I stated a strong claim or point of view.__ I supported my claim with clear, well-organized reasons and evidence.__ My evidence is credible and shows my understanding of the topic.__ I used words and phrases to clarify the relationship between my claim and my reasons. __ I used a formal voice in my argument.__ I provided a conclusion that supports my original argument. __ I reviewed my writing for good grammar.__ I reviewed my writing for capitalization, punctuation, and spelling.

Informative/Explanatory__ I started with a clear introduction to my topic.__ I developed my topic with key facts, definitions, details, and other information from the text.__ I used transition words and signal language to support the relationships among ideas.__ I used precise language and terminology to explain the topic.__ I used a formal voice in my writing.__ I wrote a conclusion related to the information I presented.__ I reviewed my writing for good grammar.__ I reviewed my writing for capitalization, punctuation, and spelling.

Narrative__ I established a situation for my narrative.__ I introduced a narrator and/or characters.__ I organized my narrative into a sequence of unfolding events.__ I used dialogue and description to develop events and show how characters respond to them.__ I used transitional words to show my sequence of events.__ I used concrete words and phrases and sensory details to describe events.__ I wrote a conclusion to the events in my narrative.__ I reviewed my writing for good grammar.__ I reviewed my writing for capitalization, punctuation, and spelling.


Conventions of English Mini-Lessons

The short mini-lessons in this section address the Grade 6 Conventions of English expectations outlined in Common Core Language Standards L 6 1, L 6 2, and L 6 3 Based on your observations of students’ writing, use these explicit lessons to teach the conventions students have not mastered Use them as models for additional follow-up instruction as needed

L.6.1a Subjective Pronouns 26

L.6.1a Objective Pronouns 27

L.6.1a Possessive Pronouns 28

L.6.1b Intensive Pronouns 29

L.6.1c Recognize Inappropriate Shifts in Pronouns 30

L.6.1c Correct Inappropriate Shifts in Pronouns 31

L.6.1d Vague Pronouns 32

L.6.1e Identifying Grammatical Errors 33

L.6.1e Identify and Use Strategies to Improve English 34

L.6.2a Using Punctuation to Set Off Nonrestrictive/Parenthetical Elements 35

L.6.3a Vary Sentence Patterns 36

L.6.3b Identifying Style and Tone 37

L.6.3b Consistent Style and Tone 38


CCSS L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive)

Subjective Pronouns

Purpose: To identify and use subjective pronouns and understand their function in writing

Objective: Students will identify and write sentences using subjective pronouns

1 Before the lesson, write the following chart on the board Be sure to leave space under each example sentence Cover the chart

I I bought a new dress at the mall

you You surprised the host by arriving early

she Marla felt ill, but she came to school anyway

he Does he intend to run for class president?

it When it rains, the flowers seem to grow faster

we We collected bottles for recycling

they The swim team knew they won the championship

2 On the board, write the word subject. Ask students to share their ideas about what a subject is. Then confirm Say: The subject of a sentence or phrase does the action described by the verb. Have students give examples of sentences and identify the subject in each

3 Uncover the chart and say: Pronouns can take the place of nouns. Subjective pronouns act as the subject of a verb. Review the chart with students. Focus on the subjective pronoun in each sentence. Have students identify the pronoun and the verb that describes its action. After each example sentence, ask students to think of another example using the pronoun in column 1 Write their examples underneath the examples and underline the pronouns

4. Have students work with a partner to write at least two more sentences for each subjective pronoun listed in the chart

5 Invite each pair to share their sentences with the group Record responses on the board or on chart paper. Have volunteers underline the subjective pronouns and their verbs in each.

6 Remind students that good writers and speakers use subjective pronouns as the subject of verbs



Objective Pronouns

Purpose: To identify and use objective pronouns and understand their function in writing

Objective: Students will identify and write sentences using objective pronouns


me The math teacher gave me extra credit

you Grandma invited you to the garden party

her Kevin asked her to the dance

him Karen told him to come early

it Dan hooked up the boat and hauled it to the dock

us Mom drove us to school yesterday

them The sixth graders collected bottles and brought them to the recycling center

2 On the board, write the word object. Ask students to share their ideas about what an object is. Then confirm Say: The object receives the action of the verb. For example, in the sentence “The boy threw the ball,” ball is the object. Have students give other examples of sentences and identify the object in each

3 Uncover the chart and say: Pronouns can take the place of nouns. Objective pronouns act as the object of the verb. Review the chart with students. Focus on the objective pronoun in each sentence. Have students identify the pronoun and the verb that describes its action. After each example sentence, ask students to think of another example using the pronoun in column 1 Write their examples underneath the examples and underline the pronouns

4. Have students work with a partner to write at least two more sentences for each objective pronoun listed in the chart

5 Invite each pair to share their sentences with the group Record responses on the board or on chart paper. Have volunteers underline the objective pronouns and their verbs in each.

6 Remind students that good writers and speakers use objective pronouns as the object of verbs



Possessive Pronouns

Purpose: To identify and use possessive pronouns and understand their function in writing

Objective: Students will identify and write sentences using possessive pronouns


mine The red jacket is mine

yours The seat next to Janet is yours.

hers Some of the magazines are hers

his Dave put his backpack in the closet

its The dog hurt its paw

ours All of these notebooks are ours.

theirs The new computers are theirs

2 On the board, write the term possessive pronoun. Ask students to share their ideas about what a possessive pronoun is Say: A possessive pronoun shows that the person or thing the pronoun stands for owns something.

3. Uncover and review the chart with students. Focus on the possessive pronoun in each sentence. Have students identify the pronoun and what it owns. After each example sentence, ask students to think of another example using the pronoun in column 1 Write their examples underneath the examples and underline the pronouns

4. Have students work with a partner to write at least two more sentences for each possessive pronoun listed in the chart

5 Invite each pair to share their sentences with the group Record responses on the board or on chart paper. Have volunteers underline the possessive pronouns and their verbs in each.

6 Remind students that good writers and speakers use possessive pronouns to show ownership


CCSS L.6.1b Use intensive pronouns (e g , myself, ourselves)

Intensive Pronouns

Purpose: To use intensive pronouns and understand their function in writing

Objective: Students will use and write sentences with intensive pronouns


myself I myself will fix the flat tire

yourself I did not think you yourself could carry that package

himself/herself/itself I came to the party with the mayor herself

ourselves We ourselves raised money for the library

yourselves Did you yourselves build that bookshelf?

themselves The students themselves worked on the project

2 On the board, write the word antecedent. Ask students to share what they remember about what an antecedent is Remind them that the antecedent is the word that a pronoun refers to in a sentence

3 Uncover the chart and say: Intensive pronouns are used to show emphasis. They emphasize the antecedent in the sentence. Review the chart with students. Have students identify the intensive pronoun and its antecedent in each sentence. After each example sentence, ask students to think of another example using the pronoun in column 1 Write their examples underneath the examples and underline the pronouns

4. Have students work with a partner to write at least two more sentences for each intensive pronoun listed in the chart

5 Invite each pair to share their sentences with the group Record responses on the board or on chart paper. Have volunteers underline the intensive pronoun and antecedent in each.

6 Remind students that good writers and speakers use intensive pronouns to emphasize the antecedent in the sentence


CCSS L.6.1c Recognize and correct inappropriate shifts in pronoun number and person

Recognize Inappropriate Shifts in Pronouns

Purpose: To recognize an inappropriate shift in pronoun number and person in writing

Objective: Students will recognize when an inappropriate shift in pronoun number and person has been made in sentences

1 Before the lesson, write the following paragraph on the board Cover the paragraph

When we started art class, we learned that you should always wear a smock Some of us were not prepared Our teacher knew that you could ruin your clothes if paint should spill on us Luckily she had extra smocks available By the second class, we all wore our smocks before they began to paint

2 On the board, list the pronouns I, you, he, she, it, we, they, him, her, us, them. Have students identify the person and number of each pronoun Write the answer next to each pronoun

3 Uncover the paragraph and say: Sometimes a writer begins a paragraph using a pronoun in one number and person, and then shifts to another. This can confuse the reader and it is grammatically incorrect. Review the chart with students. Have students identify any inappropriate shifts by answering the following questions for each sentence in the paragraph:

• What are the pronouns? • What person and number is each pronoun? • Are there any inappropriate shifts in the sentence? If so, identify them.

4 Remind students that good writers and speakers avoid making inappropriate pronoun shifts in their writing


CCSS L.6.1c Recognize and correct inappropriate shifts in pronoun number and person

Correct Inappropriate Shifts in Pronouns

Purpose: To correct an inappropriate shift in pronoun number and person in writing

Objective: Students will correct an inappropriate shift in pronoun number and person in writing

1 Before the lesson, write the following chart on the board Be sure to leave room below each example Cover the chart

When you have a fire drill, we line up around the school building

I planned the picnic for Saturday, but you don’t know what the weather will be

It is important for us to study because your grades are part of your record

When she looks at the painting, they can see why it is famous

If we stop work on time, you can get home early

2 Review the person and number for pronouns and list them on the board: I, you, he, she, it, we, they, him, her, us, them. Have students identify the person and number of each pronoun. Write the answer next to each pronoun

3 Uncover the chart and say: If you start a sentence with a pronoun that is one person and number, do not shift pronouns to a different person or number. Review the chart with students. Have volunteers correct the inappropriate shift(s) in each sentence Then have students think of new sentences, replacing the pronouns they corrected with the correct pronouns Write sentences below the examples

4. Have students look at their own writing and check and correct any inappropriate pronoun shifts. Have them share their findings.

5 Remind students that good writers correct inappropriate pronoun shifts in their writing


CCSS L.6.1d Recognize and correct vague pronouns (i e , ones with unclear and ambiguous antecedents)

Vague Pronouns

Purpose: To recognize and correct vague pronouns in writing

Objective: Students will recognize and correct vague pronouns in writing

1 Before the lesson, write the following chart on the board Be sure to leave room below each example Cover the chart

1. Jack drove Barry home after he finished shopping.

2 The parents took their children to the zoo, and they did not want to leave

3 They say it is against the law to trespass on the hospital grounds

4 The magician attempted to pull a rabbit from a hat, but it was a failure

2 Write the word antecedent on the board. Ask students to tell what they know about the antecedent in a sentence Remind them that the antecedent is the word in the sentence to which a pronoun refers

3 Uncover the chart and say: If you have difficulty identifying the antecedent in a sentence, or if there is no antecedent, then the pronoun you used is too vague. Review the chart with students Explain that a vague pronoun is a pronoun for which there is no antecedent, as in sentences 3 and 4, or the antecedent is not clear, as in sentences 1 and 2. Follow this procedure for each sentence:

• Identify the pronoun. • Identify the antecedent. • Explain why the pronoun is vague. • Rewrite the sentence below the incorrect example, correcting it

so that there are no vague pronouns

4 Remind students that good writers recognize, correct, or avoid vague pronouns


CCSS L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language

Identifying Grammatical Errors

Purpose: To identify grammatical errors in speaking and writing

Objective: Students will identify grammatical errors in speaking and writing

1 Display the following paragraph Leave room between lines to make corrections

Our school is having a recycling drive Pablo and me will work together We myselves will be in charge of collecting bottles We all understand how important it is for you to recycle The adults will drive students to the recycling center after they collect the recyclables

2 Say: This paragraph has some grammatical errors. As we read it together, we will identify and correct each error.

3. Follow these steps after reading each sentence in the paragraph:

• Identify the pronouns. • Ask: What is the error? • Make the correction.

(ANSWERS: Sentence 1: no errors; Sentence 2: objective instead of subjective: change me to I; Sentence 3: wrong intensive pronoun: change myselves to ourselves; Sentence 4: pronoun shift: change you to us; Sentence 5: vague pronoun: change they to the students)

4. Have students exchange samples of their own writing and examine each other’s writing for grammatical errors

5 Remind students that good writers and speakers apply these standard grammatical rules both when writing and when speaking


CCSS L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language

Identify and Use Strategies to Improve English

Purpose: To use strategies to improve conventional language

Objective: Students will identify and use strategies to improve conventional language in speaking and writing

1 Display the following chart

Strategies for Improving Grammar

1 Leave some time between writing and proofreading

2 Read your writing aloud

3. Ask a classmate to read your writing and to look for errors.

4 Identify the errors you make most often

5 Learn how to fix common grammatical errors

2 Read each step and discuss it with students Encourage them to explain each step in their own words and tell how it can help them

3 Write the following sentences on the board:

Pete decided to work with James on his homework. Dad told he and James to finish their homework on their own.

4. Follow these steps to apply the strategies to each sentence.

• Read the sentences aloud.• Ask several other students to read the sentences aloud and identify any errors.• Say: I usually make mistakes with pronouns. Let’s check the pronouns to see if they are

used correctly.• Identify and correct the mistakes. (Sentence 1: vague pronoun: change his to James’s;

Sentence 2: incorrect case: change he to him)

5. Have students exchange samples of their own writing and apply the strategies to correct any grammatical mistakes they encounter

6 Remind students that good writers can use these strategies when proofreading their writing to identify and correct grammatical errors


CCSS L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements

Using Punctuation to Set Off Nonrestrictive/Parenthetical Elements

Purpose: To choose commas, parentheses, or dashes to set off nonrestrictive/parenthetical elements

Objective: Students will choose among commas, parentheses, and dashes for the effect they want in order to set off nonrestrictive/parenthetical elements of a sentence


, commato set off extra information with some emphasis

Mark’s explanation, however, was not adequate

— dashto set off extra information with more emphasis

Mark’s explanation—which he insisted was true—was not adequate.

( ) parenthesesto set off extra, but helpful information, with the most emphasis

Mark’s explanation (which did not help him in any way) was not adequate

2 On the board, write the words nonrestrictive/parenthetical elements Say: A nonrestrictive or parenthetical element is a part of a sentence that interrupts the flow of a sentence, but is not necessary to the meaning of the sentence.

3 Uncover the chart and say: You can use commas, dashes, or parentheses to set off these interrupting elements. Review the chart with students. Have volunteers read each sentence with the interrupter and then without the interrupter to show how the sentence holds up without it Point out that each type of punctuation adds a different amount of emphasis to the interrupter Then ask students to think of another example for each mark Write their example underneath the first example

4. Have students work with a partner to write two more sentences for each punctuation mark in the chart

5 Invite each pair to share their sentences with the group Record responses on the board Talk about what emphasis each type of punctuation has

6 Remind students that good writers use commas, dashes, or parentheses to set off different kinds of interrupters in their writing


CCSS L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style

Vary Sentence Patterns

Purpose: To vary sentence patterns in writing

Objective: Students will use shorter and longer sentences to vary sentence patterns in their writing

1 Before the lesson, write the following chart on the board Be sure to leave space under the paragraph Cover the chart

The Harpers will go on vacation. They will drive across the country this year. The family is excited They all agree to help It will take a lot of preparation It will take a lot of work

2 On the board, write the term sentence patterns Say: When you write a paragraph you want to vary your sentence patterns. You can do this by writing sentences of different lengths and types.

3 Uncover and review the chart with students Point out that all of the sentences are short, simple sentences. After reading the paragraph, discuss how students can combine some sentences so that there is a variety of short and long sentences in the paragraph Encourage them to include complex and/or compound sentences Then write their new paragraph underneath the first example (Sample paragraph: The Harpers, who are going on vacation, will drive across country this year. The family is excited They all agree to help, since it will take a lot of preparation and work )

4. Have students exchange samples of their own writing and make suggestions as to how to vary sentence patterns

5 Remind students that good writers include a variety of sentences in their writing to make it interesting


CCSS L.6.3b Maintain consistency in style and tone

Identifying Style and Tone

Purpose: To identify style and tone in writing

Objective: Students will identify the difference in style and tone between types of writing

1 Before the lesson, write the following chart on the board Cover the chart

Dear Mr Pantos,

I recently visited your new eating establishment The food was delicious The service was impeccable. However, I do have a suggestion. One area could stand improvement. It is the arrangement of the tables. They promote a feeling of crowdedness. Fewer tables and chairs would help Otherwise, the Pantos Restaurant is perfect

Sincerely,

Les Mandley

As Spree’s nose locked onto the scent of that all-too-familiar rabbit, he bounded over the fence, crashing into the new tulips Jenna planted in her flower garden. “Oh, Spree You’ve done it again You’ve destroyed yet another garden of flowers I’ve been caring for all season “ In the corner of the garden Spree could hear the muffled giggles of that rabbit who, for the last year, had been so successfully eluding the young beagle

2 On the board, write the words style and tone Say: To identify writing style, look at the types of sentences, their structure, and the word choice of the author. To identify tone, look to see the mood and the attitude of the author.

3. Uncover and review the chart with students. After reading each example, discuss the following questions:

• What type of sentences does the author use?• Is the style formal or informal? How can you tell?• Is the tone serious or humorous? How can you tell?

4. Have partners add another sentence to the end of each example, continuing in the same style and tone of each paragraph. Have them share their additions with the class.

5 Remind students that good writers use sentence length, word choice, and tone to accurately convey their feelings about a topic to their readers


CCSS L.6.3b Maintain consistency in style and tone

Consistent Style and Tone

Purpose: To maintain consistency in style and tone

Objective: Students will identify and correct inconsistent style and tone in writing

1 Before the lesson, write the following paragraph on the board Cover the chart

Feudalism was a political system in which an elite person called a “lord” had control over the “common people ” I remember that these common people were called “vassals ” Vassals were responsible for doing the work for their lord Some yucky jobs they had were caring for the land and serving as warriors This system was part of European life from about the ninth through the fifteenth century

2. Have students share what they remember about the style and tone found in a piece of writing. Ask: What style and tone would you expect a writer to use in a letter to the president? A funny children’s story? An explanation of a science experiment?

3 Uncover the chart Explain that a writer’s style and tone needs to be consistent throughout a text After reading the paragraph together with students, discuss the following questions: • What is this paragraph about? • What is the main style and tone of the text? Encourage students to note that the text is informational and mainly serious in tone

4. Have partners work together to identify the sentences that do not fit the style and tone of the text. Then have them copy and revise the sentences so that the entire paragraph is consistent in style and tone

5 Invite each pair to share their new paragraphs with the group Record several responses on the board or on chart paper. (Sample responses: Delete “I remember” from the second sentence; change “Some yucky jobs” to “Some common jobs ”)

6 Remind students that good writers maintain consistency in style and tone when writing a specific text

Writing to Sources Grade 6LITERACYB E N C H M A R K

LITERACYLITERACYB E N C H M A R K

TM

Opinion/argument, informative/explanatory, and narrative writing prompts for each week of instruction

® B e n c h m a r k e d u c a t i o n c o m p a n y

Writing to Sources

• Provides authentic practice for standardized writing assessments

• Requires students to engage directly with texts

• Asks students to quote accurately and explicitly from texts

• Provides practice in writing various genres

• Correlates to Common Core and other new state standards

Documents

Grade Writing to Sources - Amazon S3Writing to Sources Common Core and other new state standards emphasize the importance of rigorous, text-dependent oral and written responses They