· Web viewStudents will write narrative pieces, specific to purpose and audience, which will have clear organizational structures and necessary narrative elements such as characters,

District Overview:

Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 5 Description:

Students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. Additionally, students must have ample opportunities to take part in a variety of rich, structured conversations. Also, students must gain control over many conventions of standard English grammar, usage, and mechanics.

Grade 5 Units:

Unit 1: Narrative Writing Unit 2: Informative/Explanatory Writing Unit 3: Opinion/Argumentative Writing Unit 4: Vocabulary/Spelling Study Unit 5: Grammar Study

Subject: English Grade: 5 Suggested Timeline: Ongoing throughout the year

Unit Title: Narrative Writing

Unit Overview/Essential Understanding: Students will write narrative pieces, specific to purpose and audience, which will have clear organizational structures and necessary narrative elements such as characters, plot, setting, and theme, and dialogue. However, prior to writing, students will read various examples of narrative text and identify these necessary elements. Additionally, they will discuss these elements and how the author develops them appropriately to match purpose and audience.

Essential Questions: What are the main characteristics of narrative writing? How is narrative writing different from the other modes of writing? How can a writer develop real or imagined experiences or events effectively? How can a writer use narrative elements and techniques to convey his/her experiences or events? What role does evidence have in writing?

Unit Objectives: Students will develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Students will orient the reader by establishing a situation and introducing a narrator and/or characters. Students will organize an event sequence that unfolds naturally. Students will use narrative techniques such as dialogue, description, and pacing to develop experiences and events. Students will present an organized sequence of events in the form of a written narrative that unfolds naturally. Students will use a variety of transitional words, phrases and clauses to manage the sequence of events. Students will draw evidence from literary texts to support analysis, reflection, and/or research. Students will use concrete words and phrases and sensory details to convey experiences and events precisely. Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience. Students will provide a conclusion that follows from the narrated experiences or events. Students will participate in collaborative discussions focused around the writing process. Student will present written pieces to their peers in small and whole group settings. Students will actively listen and engage in conversations related to writing activities and presentations.

Focus Standards Addressed in this Unit: CC.1.3.5.A - Determine a theme of a text from details in the text. CC.1.3.5.C - Compare and contrast two or more characters, settings, or events drawing on details from the text. CC.1.3.5.E - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama,

or poem. CC.1.4.5.M - Write narratives to develop real or imagined experiences or events. CC.1.4.5.N - Orient the reader by establishing a situation and introducing a narrator and/or characters. CC.1.4.5.O - Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the

responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely CC.1.4.5.P - Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the

sequence of events; provide a conclusion that follows from the narrated experiences and events. CC.1.4.5.Q - Write with an awareness of style CC.1.4.5.R - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling.

Important Standards Addressed in this Unit: CC.1.3.5.B - Cite textual evidence by quoting accurately from the text explicitly and using inferences. CC.1.3.5.D - Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view. CC.1.3.5.F - Determine the meaning of words and phrases s they are used in grade-level text. CC.1.3.5.G - Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of text. CC.1.3.5.H - Compare and contrast texts in the same genre on their approaches to similar themes and topics. CC.1.3.5.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases. CC.1.3.5.J - Acquire and use appropriate conversational, general academic, and domain specific words and phrases. CC.1.3.5.K - Read and comprehend literary fiction on grade level independently and proficiently. CC.1.4.5.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading

standards for literature and informational texts. CC.1.4.5.T - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach. CC.1.4.5.U - With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to

interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting

CC.1.4.5.V - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a

topic. CC.1.4.5.W - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or

paraphrase information in notes and finished work, and provide a list of sources CC.1.4.5.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC.1.5.5.A - Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and

expressing their own clearly CC.1.5.5.B - Summarize the main points of written text read aloud or information presented in diverse media and formats, including

visually, quantitatively, and orally. CC.1.5.5.C - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. CC.1.5.5.D - Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation. CC.1.5.5.E - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. CC.1.5.5.F - Include multimedia components and visual displays in presentations when appropriate to enhance the development of main

ideas or themes. CC.1.5.5.G - Demonstrate command of the conventions of standard English when speaking, based on Grade 5 level and content.

Misconceptions: A narrative must be a work of fiction, typically a short story. Short stories are actually short in length. When characters speak in narratives, it does not matter how it is written or expressed.

Concepts/Content: Narrative Elements:

characterization, plot, setting, theme, dialogue, point of view, mood

Author’s purpose and audience Narrative text structure RACE: Restate, Answer, Cite, &

Explain

Competencies/Skills: Identify and define narrative

elements Create narrative pieces, specific to

purpose and audience, which contain narrative elements

Organize writing in a logical order with appropriate transitions

Write to create style, tone, and voice using a variety of sentence

Description of Activities: Read and analyze narrative mentor texts Engage in small/large group discussions about

narratives Write to express a personal experience Identify important elements of narrative stories Take active part in the writing process:

brainstorming, revising, editing, proofreading and publishing, including self/peer editing

structures, literary devices, and word choice

Compose with attention to sensory detail and other descriptive elements of writing

Assessments: Classroom assignments and activities Various tests/quizzes Formal writing assignment: personal Narrative- scored using district writing rubric

Interdisciplinary Connections: Using digital learning tools such as: Google Docs, Google Slides,

and Google Classroom Reading and responding to narratives related to science, social

studies, and/or math topics Communicating effectively, both in written and spoken form, in

all content areas Utilizing proper conventions when writing in all content areas Creating multimedia presentations

Additional Resources: Approved district textbook Approved district supplemental resources Teacher- created materials


Unit Title: Informative/Explanatory Writing

Unit Overview/Essential Understanding: Students will read and write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. In addition, students will recognize the characteristics of informative/explanatory texts and its similarities and differences to the other modes of writing. Furthermore, students will use a variety of valid sources and text features to determine reliable information and understand how to find and

utilize evidence effectively.

Essential Questions: What are the main characteristics of informative/explanatory text? How is informational writing similar to or different from other modes of writing? How are sources and text features utilized to find reliable information?

Unit Objectives: Students will write informative/explanatory pieces to examine a topic and convey ideas and information clearly. Students will introduce a topic clearly, provide a general observation and focus, and group related information logically. Students will develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

topic. Students will compose informational/explanatory pieces that contain valuable text evidence, transitional words/phrases, precise

language and specific details to explain the topic. Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience. Students will provide a concluding statement or section related to the information or explanation presented. Students will gather relevant information from a variety of credible sources to achieve a research goal.

Focus Standards Addressed in this Unit: CC.1.2.5.A - Determine the central idea of a text and how it is conveyed through particular details. CC.1.2.5.B - Cite textual evidence to support analysis of what the text says explicitly, as well as inferences. CC.1.2.5.C - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. CC.1.2.5.D - Determine the author’s point of view or purpose in a text and explain how it is conveyed in the text. CC.1.2.5.E - Analyze the author’s structure through the use of paragraphs, chapters, or sections. CC.1.2.5.F - Determine the meaning of words and phrases as they are used in grade-level reading and content. CC.1.2.5.G - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question

quickly or to solve a problem efficiently. CC.1.2.5.H - Evaluate an author’s argument by examining claims and determining if they are supported by evidence. CC.1.2.5.I - Examine how two authors present similar information in different types of text. CC.1.2.5.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. CC.1.2.5.K - Determine or clarify the meaning of unknown and multiple meaning words and phrases.

CC.1.2.5.L - Read and comprehend literary nonfiction and informational text on grade level. CC.1.4.5.A - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC.1.4.5.B - Identify and introduce the topic clearly. CC.1.4.5.C - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

topic; include illustrations and multimedia when useful to aiding comprehension. CC.1.4.5.D - Group related information logically linking ideas within and across categories of information using words, phrases, and

clauses; provide a concluding statement or section; include formatting when useful to aiding comprehension. CC.1.4.5.E - Write with an awareness of style CC.1.4.5.F - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,


Important Standards Addressed in this Unit: CC.1.3.5.B - Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. CC.1.4.5.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading



interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

CC.1.4.5.V - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

CC.1.4.5.W - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

CC.1.4.5.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.

CC.1.5.5.A - Engage effectively in a range of collaborative discussions on various topics and texts. CC.1.5.5.B - Summarize the main points of written text read aloud or information presented in diverse media and formats, including


details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

CC.1.5.5.E - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. CC.1.5.5.F - Include multimedia components and visual displays in presentations when appropriate to enhance the development of main


Misconceptions: Students believe research is a tedious task that requires long periods of time to complete. All research information found on the Internet is valid. Informational/explanatory writing pieces must focus on broad, research-related topics.

Concepts/Content: Informative/Explanatory Text

Terms: main idea/details, cause/effect, problem/solution, compare/contrast

RACE: Restate, Answer, Cite, and Explain

Research Terms: quoting information, paraphrasing information

Competencies/Skills: Cite text evidence and interpret

facts Analyze text structure and

features Determine author’s purpose Read and comprehend nonfiction

and informational text Compose informational/

explanatory writing piece while recognizing the rubric writing traits

Use transitional words/phrases to organize ideas

Draw conclusions and illustrate data

Organize ideas, concepts, and information using taught strategies

Write with precise language, varied sentences, consistent voice and formal style

Description of Activities: Read and respond to informational mentor texts Engage in small/large group discussions Publish an informative/explanatory writing piece

and/or research paper Take active part in the writing process:


Assessments: Classroom assignments and writing activities Various tests/quizzes

Interdisciplinary Connections: Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in

all content areas Reading and writing nonfiction text related to science, social

studies, and/or math topics Using digital writing tools such as Google Docs, Google Slides,

Google Classroom, etc. Creating multimedia presentations

Additional Resources: Approved textbook Approved supplemental resources Teacher-created materials


Unit Title: Opinion/Argumentative Writing

Unit Overview/Essential Understanding: Students will read and write opinion/argumentative texts to analyze a topic and convey ideas, concepts, and information clearly. In addition, students will recognize the characteristics of argumentative text and its similarities and differences to the other modes of writing. Furthermore, students will use a variety of sources and text features to determine valid, reliable information and understand how to find and use evidence effectively.

Essential Questions: How does a writer create an argumentative writing piece that conveys and supports a claim about a topic? How do you know if a source is providing valid evidence to support your claim?

What is the difference between fact and opinion?

Unit Objectives: Students will read and write opinion/argumentative pieces, supporting a point of view with reasons and information. Students will identify argumentative techniques and discuss them with peers. Students will introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically

grouped to support the writer’s purpose. Students will provide logically ordered reasons that are supported by facts and details. Students will link opinion and reasons using words, phrases, and clauses. Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience. Students will provide a concluding statement or section related to the opinion presented. Students will present argumentative essays. Students will cite evidence with accuracy and detail.

Focus Standards Addressed in this Unit: CC.1.2.5.H - Determine how an author supports particular points in a text through reasons and evidence. CC.1.4.5.G - Write opinion pieces on topics or texts. CC.1.4.5.H - Introduce the topic and state an opinion on the topic. CC.1.4.5.I - Provide reasons that are supported by facts and details; draw from credible sources. CC.1.4.5.J - Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and

reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion. CC.1.4.5.K - Write with an awareness of style CC.1.4.5.L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,


Important Standards Addressed in this Unit: CC.1.3.5.A - Determine a theme of a text from details in the text. CC.1.3.5.B - Cite textual evidence by quoting accurately from the text explicitly and using inferences. CC.1.3.5.C - Compare and contrast two or more characters, settings, or events drawing on details from the text. CC.1.3.5.D - Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view. CC.1.3.5.E - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama,

or poem. CC.1.3.5.F - Determine the meaning of words and phrases s they are used in grade-level text. CC.1.3.5.H - Compare and contrast texts in the same genre on their approaches to similar themes and topics. CC.1.3.5.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases. CC.1.3.5.J - Acquire and use appropriate conversational, general academic, and domain specific words and phrases. CC.1.3.5.K - Read and comprehend literary fiction on grade level independently and proficiently. CC.1.4.5.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading









Misconceptions: Students believe that their opinion is also fact. Students believe that one can change everyone’s mind easily. Everything on the Internet is true and correct. Students believe there is only one side (his/her side) to an argument.

Concepts/Content: Reasoning and logic Research-based evidence Credible sources Understanding and constructing

an argumentative essay RACE: Restate, Answer, Cite and

Explain

Competencies/Skills: Support claims with logical

reasoning and relevant evidence Organize the claim(s) with clear

reason and evidence Provide a concluding statement

that follows and supports the argument presented

Cite evidence from multiple sources

Use accurate and credible sources Construct a formal argumentative

essay Write with precise language,

varied sentences, consistent voice, and formal style

Description of Activities: Read and respond to argumentative mentor

texts Engage in small/large group discussions Write to express an opinion with supportive

evidence Identify and construct a claim Take active part in the writing process:


Identify supporting evidence from credible sources

Assessments: Classroom assignments and activities Various tests/quizzes Summative- Formal writing assignment- argumentative essay- scored using district writing rubric


all content areas Reading and writing nonfiction text related to science, social

studies, and/or math topics Using digital learning tools such as: Google Classroom, Google

Docs, Google Slides Creating multi-media presentations



Unit Title: Vocabulary/Spelling Study

Unit Overview/Essential Understanding: Students will analyze the influence of the words and phrases in a text, their technical meanings, and how they shape meaning and tone of the writing. In addition, they will also learn to determine or clarify the meaning of unknown and multiple-meaning words and phrases by choosing from a range of strategies and tools. Furthermore, students will use grade-appropriate general academic and domain-specific vocabulary when considering a word or phrase important to comprehension or expression.

Essential Questions: How does the acquisition of new vocabulary impact my writing style and voice? How does learning new vocabulary words improve my writing?

Unit Objectives: Students will determine the meaning of unknown and multiple-meaning words and phrases. Students will use context (cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Students will use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word. Students will consult reference materials (dictionaries, glossaries, thesauruses) both print and digital to find the pronunciation and

determine or clarify the precise meaning of key words and phrases.

Students will demonstrate understanding of figurative language, and word relationships in word meanings. Students will utilize new terms in writing pieces correctly. Students will spell grade-appropriate words correctly.

Focus Standards Addressed in this Unit: CC.1.2.5.F - Determine the meaning of words and phrases as they are used in grade-level reading and content. CC.1.2.5.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. CC.1.2.5.K - Determine or clarify the meaning of unknown and multiple meaning words and phrases. CC.1.3.5.F - Determine the meaning of words and phrases s they are used in grade-level text. CC.1.3.5.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases. CC.1.3.5.J - Acquire and use appropriate conversational, general academic, and domain specific words and phrases.

Important Standards Addressed in this Unit: CC.1.4.5.E - Write with an awareness of style CC.1.4.5.F - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.5.K - Write with an awareness of style CC.1.4.5.L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.5.R - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,


Misconceptions: Students believe that you only need to know the definition of a word. Students believe that important vocabulary words are always in bold within a textbook or passage. Students believe that you will rarely use the vocabulary words you learn in school.

Concepts/Content: Knowledge of spelling, syllables,

definitions, parts of speech, synonyms, and antonyms of new vocabulary words

Competencies/Skills: Know and apply grade-level

phonics and word analysis skills in decoding words

Identify and define new

Description of Activities: Weekly spelling list studies with daily spelling

practice activities Small group discussions and practice activities

with new vocabulary words

Recognition of multiple meanings of new vocabulary words in context

Knowledge and proper use of new vocabulary words in written and oral communication

Tools and strategies for determining meaning of an unknown word; recognition of Greek/Latin roots

vocabulary terms Determine syllables, word parts,

parts of speech, synonyms, and antonyms of vocabulary words

Identify multiple meanings of new words

Utilize new vocabulary words in writing across the curriculum

Mini-lessons on strategies and tools to determine meaning of an unknown word

Written pieces with proper use of vocabulary terms

Assessments: Classroom assignments and activities Weekly spelling tests Writing pieces evaluated for proper conventions using district writing rubrics


all content areas Connecting newly-introduced vocabulary words with content

area vocabulary Using digital learning tools such as: Google Classroom, Google

Docs, Google Slides, PowerPoint, Spelling City, Quizlet, etc. Creating multimedia presentations



Unit Title: Grammar Study

Unit Overview/Essential Understanding: Students will continue to practice with the rules of grammar, punctuation, and language conventions across the curriculum, in all subject areas. Students will recognize that proper grammar allows for clear communication in both written and spoken form.

Essential Questions: How do conventions of language influence spoken and written communication? How and why is having the ability to communicate fluently and effectively important to good writing and to life? What is the significance of sentence variety in my writing? How and why should I edit and revise my writing?

Unit Objectives: Students will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Students will use and identify various punctuation marks, such as periods, question marks, exclamation marks, commas, and quotation

marks correctly. Students will use knowledge of language and its conventions when writing, speaking, reading, or listening. Students will expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Students will recognize and correct common grammatical errors in writing. Students will use compose written pieces with sentence fluency and variety. Students will recognize the importance of expressing ideas and information clearly throughout their lives, both in school and in a future

career. Students will compare and contrast the varieties of English used in stories, dramas, or poems.

Focus Standards Addressed in this Unit: CC.1.2.5.E - Analyze the author’s structure through the use of paragraphs, chapters, or sections. CC.1.3.5.E - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama,

or poem. CC.1.4.5.E - Write with an awareness of style CC.1.4.5.F - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.5.K - Write with an awareness of style CC.1.4.5.L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.5.Q - Write with an awareness of style CC.1.4.5.R - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,


Important Standards Addressed in this Unit: CC.1.4.5.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading









Misconceptions: Students believe that grammar rules are not important. Students believe that proper grammar should only be used during a writing assignment for English and not in other subjects. Students believe that punctuation does not affect sentence meaning. Students believe that Grammar study is boring and the least important part of writing.

Concepts/Content: Parts of speech: noun, verb,

adjective, adverb, pronoun, interaction, conjunction, and preposition

Punctuation marks: period, question mark, exclamation mark, comma, and quotation marks

Grammar content terms: fragment, run-on, simple, compound and complex sentences, subject/verb agreement, pronoun/antecedent agreement, homophones, compound words, commonly misspelled words

Competencies/Skills: Determine parts of speech

correctly Identify and use various

punctuation marks effectively Compose sentences with variety

of structure and length Increasingly apply knowledge of

conventions to writing and speaking

Communicate with precision both verbally and in written form

Description of Activities: Correct daily editing activities to demonstrate

knowledge of grammar and mechanical rules Copy notes to collect grammar topic information Reflect on grammar topics as they apply to

assigned writing pieces Engage in small/large group discussions

Assessments: Teacher created worksheets/practice handouts

Daily editing exercises Various tests/quizzes District writing rubrics- with focus, conventions, and sentence fluency traits


all content areas Using digital learning tools such as: Google Classroom, Google

Docs, Google Slides, PowerPoint, Quizlet, etc. Creating multimedia presentations


Documents

· Web viewStudents will write narrative pieces, specific to purpose and audience, which will have clear organizational structures and necessary narrative elements such as characters,