WRITING ENGLISH/LANGUAGE ARTS 5 Arts Writing/5th.pdf · their writing activity? 1.7d use graphic organizers? ... 2.1b establish and develop a ... thesis statement that supports banning

H:\DATA\WORD\LANGUAGE\WRITING\S&BS\5th.DOC2/28/05 *Power Standard 1

WRITING ENGLISH/LANGUAGE ARTS 5 Curriculum Strand One: Writing Strategies: The students write clear, coherent, and focused essays. The writing exhibits the

students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.

Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment

Organization and Focus The students will 1.1 create multiple paragraph narrative

compositions: a) establish and develop a situation

or plot. b) describe the setting. c) present an ending.

Can the students 1.1a develop a main character? 1.1b establish and develop a

problem/plot? 1.1c describe the setting? 1.1d present a plausible resolution? 1.1e use precise and descriptive

language?

1.1a-1.1e

• The students will write a narrative that is set during the American Revolutionary time period. The narrative will develop a main character, include a logical and sequential plot, a descriptive setting, and conclude with a logical resolution.

• The students will use carefully selected

vocabulary to enhance descriptions in the story.

WRITING Content Standard

Organization and Focus (cont.The students will 1.2 create multiple-paragraph

compositions: a) establish a topic, imp

or events in sequencechronological order.

b) provide details and traexpressions that link oparagraph to another line of thought.

c) offer a concluding pasummarizes importandetails.

H:\DATA\WORD\LANGUAGE\WRITING\S&BS\5*Power Standard

ENGLISH/LANGUAGE ARTS 5 Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment )

expository

ortant ideas, or

nsitional ne

in a clear

Can the students 1.2a state a clear purpose? 1.2b develop the topic with supporting

details using a precise descriptive language?

1.2c identify transitions, such as

time/order words?

• After reading an OC selection, the students will write a multiple- paragraph expository. They will use the following organizer to plan their essay.

Essay Topic: _________________________ ________________________________________________________________________Introductory Paragraph:

ragraph that t ideas and

1.2d conclude with a paragraph that summarizes the points?

Main Idea: _______________________________________________________________2-3 Details: __________________________ ____________________________________2nd Paragraph-Transition phrase: _________Main Idea: _______________________________________________________________2-3 Details: __________________________ ____________________________________3rd Paragraph-Transition phrase: _________ Main Idea: _______________________________________________________________2-3 Details: __________________________ ____________________________________4th Paragraph-Transition phrase: __________Main Idea: _______________________________________________________________2-3 Details: __________________________ ____________________________________Concluding-Paragraph Transition phrase: ___ Main Idea: _______________________________________________________________2-3 Details: __________________________

th.DOC2/28/05 2


WRITING ENGLISH/LANGUAGE ARTS 5 Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment

Research and Technology The students will *1.3 use organizational features of printed

text (e.g., citations, end notes, bibliographic references) to locate relevant information.

Can the students 1.3 locate relevant information?

• Respond to the questions that follow

the table of contents and the bibliography information:

CONTENTS

Chapter Page1. The History of Recycling 32. Recycling 93. What Can be Recycled 144. Using Recycle Materials 205. Benefits of Recycling 306. Recycling in the Home 377. Recycling at Work 458. The Future of Recycling 60 Index 68

Bibliography Bethune, Marcia. Skiing Fitness, Salt Lake City, UT: Alta Press, 1990.

Michael, Nicholas. Skiing Breakthrough Glennwood Springs, CO: Mountaintop Press, 1989.

Penobscot, Margaret. “Summer Skiing.” Free brochure by the Summer County Chamber of Commerce.

Taladay, Richard, “Avoiding Spring Avalanche Danger.” Ski Today, March 1990, pp. 56-59.



Research and Technology (cont.) The students will

Can the students

(cont.) 1. What page would you turn to begin

your search for information about how the recycling movement began?

2. To whom might you write for a copy of Richard Taladay’s material?

3. Which source/s would have the most recent information?

4. What is the last name of the author of the second source?

1.4 create simple documents by using

electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).

1.4 demonstrate basic keyboarding

skills and familiarity with computer technology?

• Using the word processing program in

the classroom or computer lab, the students will utilize pull down menus, word searches, thesaurus, and spell check.

1.5 use a thesaurus to identify alternative

word choices and meanings.

1.5 understand the purpose of a

thesaurus?

• Using a thesaurus, the students will

list more powerful descriptive words for the following over-used words: good, run, said, bad, nice.



Research and Technology (cont.)

(cont.) • The school lunch tasted bad. Use the

thesaurus to find a more meaningful word to replace the underlined word.

• The students will rewrite the following

passage substituting alternative word choices for the underlined words. Remind the students that the finished product should be meaningful and coherent.

Journal Entry: What a bad day! My day began with having to run all the way to school because my alarm clock did not go off. When I got to school, breathless and just barely on time, the teacher said, “Remember what happens if you’re late!” Later that morning I got a C on a paper that I though was good. At lunch, my sandwich was o.k., but the pudding tasted bad. The walk home was bad because it rained constantly. I hope I have a nice day tomorrow.



Evaluation and Revision The students will *1.6 edit and revise manuscripts to

improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Can the students 1.6a edit their piece to improve the

meaning of their writing?

• The students will edit and revise the following passage. There is one capitalization error and two spelling errors. Delete the sentence that does not agree with the main topic and correct the run on sentence. One sentence needs to be placed in a more logical order. A heart attack refers to when a blood clot blocks the flow of one or more of your coronary arteries. When the blood flow is cut of the cells do not receive the oxygen that they need this causes the blood supply to an area of the muscle to be cut off causing this portion of the muscle to dye. Men in their forties are more likely to have a heart attack than women. The seriousness of this depends on where the blockage occurs.


Elk Grove Unified School District’s Additional Standards for Grade 5 The students will *1.7 select a focus, an organizational

structure, and a point of view based upon a purpose, and audience, length, and format requirements.

(Prewriting Skills)

Can the students 1.7a select a topic? 1.7b identify audience, purpose, and

point of view for the writing task? 1.7c identify the appropriate format for

their writing activity? 1.7d use graphic organizers?

1.7a-1.7d • Prewrite for persuasive essay, include

the following: (a) Choose a topic and narrow it by using inverted triangle graphic organizer.

(b) Identify audience. (c) Determine point of view. (d) Determine the appropriate format. (e.g., essay, letter, story,) (e) Use graphic organizer and/or outline to begin organizing essay.

health diet

lunch



WRITING ENGLISH/LANGUAGE ARTS 5 Curriculum Strand Two: Writing Applications (Genres and Their Characteristics): The students write narrative, expository,

persuasive, and descriptive texts of at least 500 – 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.


Writing Applications The students will *2.1 write narratives:

a) establish a plot, point of view, setting, and conflict.

b) show, rather than tell, the events of the story.

Can the students 2.1a develop a main character? 2.1b establish and develop a

problem/plot? 2.1c describe the setting? 2.1d present a plausible solution?

2.1a-2.1d

• See Revised Open Court 2002 “Writing Process Strategies” Lessons, Unit 1.



Writing Applications (cont.) The students will *2.2 write responses to literature:

a) demonstrate an understanding of a literary work.

b) support judgments through references to the text and to prior knowledge.

c) develop interpretations that exhibit careful reading and understanding.

Can the students 2.2a briefly summarize the plot to

demonstrate an understanding of the literary work?

2.2b use inference skills?

• Refer to Revised Open Court 2002

“Writing Process Strategies” Lessons, Unit 3.

*2.3 write research reports about

important ideas, issues, or events by using the following guidelines: a) frame questions that direct the

investigation. b) establish a controlling idea or

topic. c) develop the topic with single

facts, details, examples, and explanations.

2.3a develop a research question?

• The students will answer three

questions to select and narrow a topic. (a) What are the requirements of the

assignment? (b) Within the limits set by the

requirements, what topics interest me?

(c) Is my topic too narrow or too broad to fulfill the requirements?

• The students will develop and list three

questions that will direct the investigation and will be answered in their reports.

2.3b make conjectures?

• The students will write a sentence or

short paragraph to clarify the topic.



Writing Applications (cont.) The students will

Can the students 2.3c use a variety of reference materials

to complete their research.? (i.e., encyclopedia, atlas, almanac, electronic media, dictionary, thesaurus, periodicals, magazines, etc.)

• The students will construct a research report on Colonial American history. While using a variety of reference materials (encyclopedia, electronic media), students will develop a specific topic with facts, details, examples, and explanations.

*2.4 write persuasive business letters or

compositions: (a) state a clear position in support of

a proposal. (b) support a position with relevant

evidence. (c) follow a simple organizational

pattern. (d) address reader concerns.

2.4a write formal or friendly letters? 2.4b orally defend a position?

• The students will construct a clear

thesis statement that supports banning commercials from Saturday morning T.V.

•

The students will write three statements supporting the position that commercials should be banned from Saturday morning T.V.

• The students will identify a target audience for a letter requesting a ban on commercials.

• The students will shift perspectives to consider why their audience might object to removing the commercials.



The students will Elk Grove Unified School District’s Additional Standard for Grade 5 *2.5 write summaries that contain the

main idea and the most significant details.

Can the students 2.5 identify main idea and supporting

details in an expository passage?

• After reading a passage from the

social studies book, the students will identify the main idea and important supporting details.

• After identifying the main idea and

important details, the students will combine the information to write a coherent summary.


WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 5 LANGUAGE CONVENTIONS Curriculum Strand One: Written and Oral English Language Conventions: The students write with a command of standard

English conventions appropriate to this grade level. As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.


Sentence Structure The students will *1.1 identify and correctly use

prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Can the students 1.1a recognize prepositional phrases? 1.1b recognize appositives? 1.1c recognize dependent clauses? 1.1d recognize independent clauses? 1.1e recognize transitional phrases and

conjunctions?

1.1a-1.1e • Use these three sentences to answer

questions 1-4. I. The remote control is broken. II. Sara, Sue’s younger sister, broke

the remote control. III. Then, Sara hid the broken remote

control under the cushion. 1. Which words form a prepositional

phrase? (a) Sue’s younger sister (b) is broken (c) broke the remote control (d) under the cushion

2. Which words demonstrate the use of an appositive? (a) under the cushion (b) Sara, Sue’s younger sister, (c) is broken (d) broken remote control


WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 5 LANGUAGE CONVENTIONS

Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Sentence Structure The students will

Can the students

1.1a-1.1e

3. How can sentences I and III best be combined? a) Under the cushion, Sara , who

broke the remote control, hit it. b) Having broken the remote

control, Sara hid it under the cushion.

c) The remote control is under the cushion broken by Sara.

d) Sara broke the remote when it was hidden under the cushion.

4. Which of the following would be the best way to begin a sentence telling how her mother found the remote control? (a) Quickly (b) Eventually (c) Secondly (d) In conclusion

Grammar 1.2 identify and correctly use verbs that

are often misused (e.g. lie/lay, sit/set, rise/raise), modifiers, and pronouns.

1.2a identify irregular verbs?

• Select the correct sentence.

(a) Please sit the package on the table. (b) The baseball player is setting on

the bench. (c) Marie set the vase on her

mother’s desk. (d) Did you set in the seat you were

assigned?



Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Grammar (cont.) The students will 1.2

Can the students 1.2b identify modifiers?

• What is the best way to rewrite this

sentence? The astronaut who is brave and who is a female finished her training. (a) Finishing her training was the

brave astronaut. (b) The astronaut who was female

finished (c) The brave female astronaut

finished her training. (d) Correct as is.

• 1.2c identify pronouns?

Find the correct way to say the underlined part of the sentence.

The boys treated himself to an ice cream cone. (a) ourselves (b) themselves (c) yourselves (d) correct as is

Punctuation 1.3 use a colon to separate hours and

minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

1.3 identify a colon?

• Which punctuation mark belongs in the

sentence. We will arrive at the airport at 800. (a) : (b) ; (c) , (d) “



Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Punctuation (cont.) The students will

Can the students

• “Wow,” said Marie,

(a) What a terrible day! (b) What a “terrible day!” (c) “What a terrible day! (d) “What a terrible day!”

Capitalization 1.4 use correct capitalization.

1.4 identify and use capitalization?

• Select the correct way to write the words that go in the blank.

Our teacher read the poem called .

(a) “A Distant Dream” (b) “a Distant dream” (c) “A distant dream” (d) “a distant dream”

Spelling *1.5 spell roots, suffixes, prefixes,

contractions, and syllable constructions correctly.

1.5 recognize roots and affixes?

• Select the phrase with a word that is

spelled incorrectly.

(a) humorous story (b) new publication (c) possable solution (d) state legislature


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WRITING ENGLISH/LANGUAGE ARTS 5 Arts Writing/5th.pdf · their writing activity? 1.7d use graphic organizers? ... 2.1b establish and develop a ... thesis statement that supports banning