Writing in Wit & Wisdom

Writing in Wit & Wisdom®

Writing Resource Packet

Professional Development

Copyright © 2019 Great Minds®

Contents

1. Next Steps for Professional Learning: The Role of Knowledge ............................... 12. Next Steps for Professional Learning: The Craft Stages ........................................ 3

Craft Stage Sequence Analysis Chart ..................................................... 5Craft Stage Sequences–Kindergarten .................................................... 6Craft Stage Sequences–Grade 1 ............................................................ 7Craft Stage Sequences–Grade 2 ............................................................ 8Craft Stage Sequences–Grade 3 ............................................................ 9Craft Stage Sequences–Grade 4 .......................................................... 10Craft Stage Sequences–Grade 5 ........................................................... 11Craft Stage Sequences–Grade 6 ........................................................... 12 Craft Stage Sequences–Grade 7 ........................................................... 13Craft Stage Sequences–Grade 8 ........................................................... 14

3. Next Steps for Professional Learning: Writing Models ........................................ 154. Next Steps for Professional Learning: K–8 Writing Progression ........................... 17

Grades K–8 End-of-Module (EOM) Task Progressions (by grade level and writing type) .......................................................... 19


1. Next Steps for Professional Learning: The Role of Knowledge

� Examine either of the following resources, using the questions provided for each:

▫ Langer, Judith A. “The Effects of Available Information on Responses to School Writing Tasks.” Research in the Teaching of English, vol. 18, no. 1, 1984, pp. 27–44. Question: What are the implications of this author’s conclusions for writing instruction?

▫ Vermont Writing Collaborative. Writing for Understanding: Using Backward Design to Help All Students Write Effectively. Authentic Education, 2008.Questions: What are the instructional implications of the authors’ conclusions for writing instruction? How can you act on those in your teaching of writing?

� Analyze the knowledge and skills needed for an upcoming writing task in one of your grade-level Wit & Wisdom® modules by completing a Knowledge and Skills T-Chart. Consider taking the following steps: ▫ Choose an upcoming task. ▫ Analyze what knowledge and skills students need to successfully complete the task.

Here is an example chart, based on the session’s writing experience:

Knowledge Skills

� The sea is a powerful and unpredictable force.

� Humans have long tried to sail the seas.

� The sea poses great danger to humans; in fact, the sea can take a life.

� Although the sea’s power can seem overwhelming, humans have continued to travel on and explore the sea.

� Despite its great dangers, humans are drawn to the sea.

� The sea is more mysterious and unpredictable than the land, where most humans live.

� Analyze the prompt for task specifications, audience, and success criteria.

� Gather relevant evidence from texts. � Accurately record evidence. � Organize evidence. � Analyze the evidence gathered to

make a claim, thinking critically about reasons and evidence for that claim.

� Articulate the claim clearly, coherently, and compellingly in writing.

� Attend to conventions of writing.

▫ Working backward through the lessons leading up to that assessment, annotate key points at which you want to further support students in developing the knowledge they need and/or check in to make sure they have developed the needed knowledge.


WIT & WISDOM®

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Writing in Wit & Wisdom • The Role of Knowledge

2. Next Steps for Professional Learning: The Craft Stages

▪ Analyze additional Craft Stage sequences. Mirror the process you used with Handout 10 in the session, following these steps:1. Review the grade-level Craft Stage Sequences, provided on the following pages.

2. Choose a sequence from your grade level to examine.

3. Fill in the blank Craft Stage Sequence Analysis Chart, provided on the next page. Record the grade level, module, and target skill for the sequence you will examine. Fill in the lesson information in the first column.

4. Examine the specified sections in the lessons for this sequence.

5. Answer the guiding questions on the Craft Stage Sequence Analysis Chart. Take notes on the chart or annotate individual lessons.

▪ Analyze upcoming craft lessons and plan scaffolds for students who may struggle. Consider strategies such as the following:

▫ Examine Stage

▸ Annotate the exemplar to call students’ attention to key elements of the author’s craft.

▸ If the lesson does not already call for one, create an anchor chart to display key aspects of the target skill.

▸ Provide additional exemplars as needed or think aloud and model the skill for students after sharing the exemplar.

▫ Experiment Stage ▸ Group students to brainstorm ideas before writing.

▸ Pair students to orally rehearse before writing.

▸ Group students to complete a task collaboratively.

▸ Allow striving writers to respond orally, dictating their response. Use available technology to transcribe the writing.

▸ Identify the focus of each lesson. When students independently write, require evidence of new skills but provide the rest for students. For example, if the new learning is using evidence, provide an introduction and a conclusion and leave space for students to write evidence in the body of the essay. If the new learning is writing an introduction, provide a body of an essay or a paragraph, and then collaboratively write an introduction with a topic statement.

▸ Use the Wit & Wisdom sample student responses to create frames within which students can write.


Writing in Wit & Wisdom • The Craft StagesWIT & WISDOM®

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▫ Execute Stage

▸ Modify the process or product to ensure that all students can complete the task. For example, for a task calling for a full essay, shorten the number of supporting paragraphs required.

▸ Use sentence and paragraph frames. Provide some students with an opening topic sentence—some with an opening topic sentence and sentence frames for the body and others with a graphic outline.

▸ Consider allowing students to work as pairs or in small groups.

▫ Excel Stage ▸ Have students work in pairs to assess and revise their work.

▸ Model self-assessment and revision using the Appendix C exemplar or student work from prior years.


Writing in Wit & Wisdom • The Craft Stages WIT & WISDOM®

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Craft Stage Sequence Analysis Chart

Directions: Select the Craft Stage sequence you want to examine from your grade-level chart. Fill in the grade level, module, craft skill, and lesson numbers. Then use the questions in the table below to guide your analysis of the lessons. Note your responses in the guiding questions column or by annotating the lessons.

Grade level: Module: Craft skill:

Lesson(s) Craft Stage Guiding Questions and Analysis

Examine What makes the exemplar a quality example of the skill?

Experiment In what kind of task(s) do students apply the craft skill?

What criteria will you use to assess student work? (See Examine lesson criteria, Checks for Understanding [CFUs], and/or Analyze section.)

Execute How does the task/How do the tasks require students to use the craft skill?

What criteria will you use to assess student work on the task(s)? (See Examine lesson criteria, CFUs, Analyze section, success criteria on the student-facing assessment sheet[s], writing rubrics, and/or Appendix C resources.)

Excel How does the lesson guide students to evaluate and revise their use of the target skill?



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Lesson Number/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Narrative

Lesson 8 Examine the Importance of Expanding Sentences

Examine: Why is it important to expand sentences?

Expanding sentences to add important information

Lesson 10Experiment with Expanding Sentences

Experiment: How do I expand a sentence?

Lessons 11–12 Execute Focusing Question Task 2

Execute: How do I expand a sentence for my Focusing Question Task?

Lesson 12 Deep Dive

Excel: How do I improve my writing with prepositions?

Module 3 EOM Task Writing Type: Informative/Explanatory

Lesson 23Examine the Importance of Adding Drawings to Informative Writing

Examine: Why is it important to add drawings to informative writing?

Adding drawings to communicate important information

Lesson 24Experiment with Adding Drawings to Informative Writing

Experiment: How do I add drawings to my informative writing?

Lesson 27Introduce the EOM Task; Complete the End-of-Module Evidence Organizer

Execute: How do I explain my evidence with drawings in my End-of-Module Task?

Lesson 28Begin the EOM TaskLesson 29Complete the EOM Task

Execute: How do I execute my End-of-Module Task?

Lesson 30Present the EOM Task Poster

Execute: How do I use drawing to help explain my End-of-Module Task?

Lessons 29–30Deep Dives

Excel: How do I improve my informative writing?

Module 4 EOM Task Writing Type: Opinion

Lesson 28Examine the Importance of Restating an Opinion

Examine: Why is restating an opinion important?

Restating an opinion to conclude an opinion paragraph

Lesson 29Experiment with Restating an Opinion

Experiment: How can I restate my opinion?

Lesson 33Begin the EOM TaskLesson 34Execute the EOM Task

Execute: How do I use complete sentences in my End-of-Module Task?

Lessons 34–35Deep Dives

Excel: How do I improve my opinion writing?

Craft Stage Sequences—Kindergarten



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Lesson Number/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory

Lesson ₁0Examine Topic Statements

Examine: Why is writing a topic statement important?

Writing a topic statement for an informative paragraph

Lesson 11Experiment with Topic Statements

Experiment: How does writing a topic statement work?

Lesson 12Execute Writing a Topic Statement

Execute: How do I write a topic statement for my informative paragraph?

Lesson 14Excel in Writing a Topic Statement

Excel: How do I improve my topic statements?

Module 3 EOM Task Writing Type: Narrative

Lesson 22Examine Sensory Words

Examine: Why is using sensory words in a scene important?

Adding sensory and feelings words to enhance description in a narrativeLesson 23

Experiment with Using Sensory and Feelings Words

Experiment: How does using sensory and feelings words in a scene work?

Lesson 24Execute Using Sensory and Feelings Words

Execute: How do I use sensory and feelings words in a scene?

Lesson 25Deep Dive

Excel: How do I improve using adjectives in my writing?


Lesson 20Examine Introductions

Examine: Why are introductions important in opinion paragraphs?

Writing an introduction for an opinion paragraph

Lesson 21Experiment with Introductions

Experiment: How do introductions work in opinion paragraphs?

Lesson 23Experiment with Introductions

Experiment: How does writing an introduction work?

Lesson 25Execute an Introduction and a Conclusion

Execute: How do I write an introduction and a conclusion for an opinion paragraph?

Lesson 27Excel at Writing Introductions

Excel: How do I improve writing an introduction?

Craft Stage Sequences—Grade 1



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Lesson Number/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory

Lesson 2Examine Topic-Specific Words

Examine: Why are topic-specific words important?

Using precise vocabulary

Lesson 3Experiment with Topic-Specific Words

Experiment: How do topic-specific words work?

Lesson 4Plan an Informative Paragraph; Execute Focusing Question Task 1

Execute: How do I use topic-specific words in an informative paragraph?

Lesson 5Complete Focusing Question Task 1

Excel with Using Topic-Specific Words

Execute: How do I use topic-specific words in an informative paragraph?

Excel: How do I improve my informative paragraph with topic-specific words?

Module 3 EOM Task Writing Type: Narrative

Lesson 19Examine an Exploded Moment

Examine: Why are exploded moments in writing important?

Exploding a moment to expand description in a narrative sceneLesson 20

Experiment with Exploded MomentsExperiment: How does an exploded moment work?

Lesson 21Plan an Exploded Moment; Execute the Focusing Question TaskLesson 22Execute an Exploded Moment

Execute: How do I explode a moment in Focusing Question Task 4?

Lesson 23Excel with an Exploded Moment

Excel: How do I improve on my exploded moment narrative?


Lesson 10Examine Opinions

Examine: Why is expressing an opinion important?

Formulating an opinion statement based on evidence

Lesson 11Experiment with Forming Opinion Statements

Experiment: How do I form opinion statements?

Lesson 13Collect Evidence for Focusing Question Task 2

Execute: How do I form opinion statements?

Lesson 14Prepare for Focusing Question Task 2

Execute: How do I prepare to write an opinion paragraph?

Lesson 15Complete Focusing Question Task 2

Excel:* How do I write an opinion paragraph in Focusing Question Task 2?

* In Grade 2 Module 4 Lesson 15, students also work at the Execute Stage as they write their opinion paragraphs for Focusing Question Task 2.




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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Opinion

Lesson 19Examine Reasons to Support an Opinion

Examine: Why is it important to support an opinion with reasons?

Writing an opinion paragraph with reasons and supporting evidenceLesson 20

Experiment with Using Reasons to Support Opinions

Experiment: How do supporting reasons work in opinion writing?

Lesson 21Execute Using Reasons to Support Opinions

Execute: How do I use supporting reasons in an opinion paragraph?

Lesson 22Excel at Using Reasons to Support Opinions

Excel: How do I improve supporting reasons in opinion writing?

Module 3 EOM Task Writing Type: NarrativeLesson 27Examine Using Dialogue in a Narrative

Examine: Why is using dialogue in narrative writing important?

Writing dialogue between characters in a narrative

Lesson 28Experiment with Dialogue

Experiment: How does dialogue work?

Lesson 34Execute Planning an Essay

Execute: How do I use dialogue and description in narrative writing?

Lesson 35Create a Narrative; Excel at Writing a Narrative

Excel:* How do I improve narrative writing?


Lesson 2Examine Writing a Thesis Statement

Examine: Why is a thesis statement important?

Writing a thesis statement for an informative/explanatory paragraph or essayLesson 3

Develop a Thesis StatementExperiment: How does a thesis statement work?

Lesson 8 Plan a Written Response; Create an Explanatory Essay

Execute: How do I use a thesis statement and research in an explanatory essay?

Lesson 9Review Essays Using the Painted Essay® Strategy; Peer-Review Essays; Revise Essays

Excel: How do I improve an explanatory essay?

* In Grade 3 Module 3 Lesson 35, students also work at the Execute Stage as they write their EOM Task narratives.

The Painted Essay® is used by permission of Diana Leddy.




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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Narrative

Lesson 1Examine Sensory Details

Examine: Why are sensory details important?

Adding sensory and feelings words to enhance description in narrativesLesson 3

Analyze Setting Descriptions; Compose a Setting Description

Experiment:* How do sensory details work?

Lesson 4Write a Snapshot

Execute: How do I use sensory details in a narrative paragraph?

Lesson 6Improve Writing

Excel: How do I improve writing sensory details?

Module 3 EOM Task Writing Type: OpinionLesson 21Examine Author’s Craft Lesson 22Analyze Author’s CraftLesson 23Explore Author’s Craft

Examine: Why is knowledge important when writing?

Incorporating evidence into opinion writing

Lesson 24Prepare to Write

Experiment: How do I use knowledge to support my opinion?

Lesson 34Analyze Evidence

Execute: How do I use knowledge to support my opinion?

Lesson 35Complete the EOM Task

Excel:† How do I improve an opinion essay?


Lesson 8Examine Introductions

Examine: Why is an introduction important?

Writing an introduction for an informative/explanatory essay

Lesson 11Write an Introduction for an Essay

Experiment: How does an introduction work in a compare/contrast essay?

Lesson 12Write an Introduction

Experiment: How do I use an introduction in a compare/contrast essay?

Lesson 13Write an Essay

Execute: How do I write a compare/contrast essay that builds on a strong introduction?

Lesson 14Revise and Edit an Essay

Excel: How do I improve an essay?

* In Grade 4 Module 2 Lesson 3, students also work at the Examine Stage as they examine an exemplar that uses sensory details to describe setting.

† In Grade 4 Module 3 Lesson 35, students also work at the Execute Stage as they complete their opinion statements.




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Lesson 20Examine Dialogue

Examine: Why is dialogue important in narrative scenes in The Phantom Tollbooth?

Writing dialogue in a narrative

Lesson 22Examine a Dialogue Sequence; Execute Planning a Dialogue Sequence

Execute:* How do I plan a dialogue sequence for my exploded moment narrative scene?

Lesson 24Examine Dialogue and Narration in a Narrative Scene; Execute Dialogue and Narration in an Exploded Moment

Experiment:† How do dialogue and narration work together in a narrative scene?

Lesson 25Execute an Exploded Moment Draft

Execute: How do I craft my Juster-like exploded moment narrative scene?

Lesson 26Excel with Dialogue and Narration

Excel: How do I improve my dialogue and narration to develop characters and conflict?

Module 3 EOM Task Writing Type: OpinionLesson 12Experiment with Creating Reasons

Examine/Experiment: Why are reasons important, and how does creating reasons to support an opinion statement work?

Writing the reason to support an opinion statement

Lesson 14Reflect on an Opinion Statement; Execute Creating a Reason

Execute: How do I use reasons in Focusing Question Task 2?

Lesson 15Excel with Ordering Reasons

Excel: How do I improve reasons in my essay?

Module 4 EOM Task Writing Type: Informative Writing (Research)

Lesson 6Examine Using Evidence

Examine: Why is using evidence important in research?

Using evidence in research writing

Lesson 7Experiment with Paraphrasing

Experiment: How does paraphrasing evidence work?

Lesson 8Experiment with Directly Quoting Evidence

Experiment: How does directly quoting evidence work?

Lesson 10Execute Using Paraphrased Evidence

Execute: How do I use paraphrased evidence in a paragraph response?

Lesson 11Execute Using Directly Quoted Evidence

Execute: How do I use directly quoted evidence in a paragraph response?

Lesson 33Plan a Response to the EOM Task

Execute: How do I use what I know about the research process and informative/explanatory writing to plan my response for my EOM Task essay?

Lesson 34Excel with Using Several Sources

Excel: How do I improve using different sources in my EOM Task research essay?

* In Grade 5 Module 2 Lesson 22, students also work at the Examine Stage as they analyze a dialogue sequence.† In Grade 5 Module 2 Lesson 24, students also work at the Examine Stage as they examine dialogue and narration.




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Lesson 2Examine Context

Examine: Why is establishing a story’s context important?

Establishing context for a narrative

Lesson 4Experiment with Context and Sequence

Experiment: How do context and sequence in narratives work?

Lesson 20Execute Context

Execute: How do I establish context in narrative writing?

Lesson 21 Revise Characters and Context

Excel: How do I improve characters and context in narrative writing?

Module 3 EOM Task Writing Type: Argument

Lesson 6Examine Evidence and Claims

Examine: Why is the collection of evidence prior to formulating a claim important in argument writing?

Formulating a claim based on evidence

Lesson 7Experiment with Evidence and Claims

Experiment: How does collection of evidence and formulation of a claim work in argument writing?

Lesson 35Analyze Evidence and Generate a Claim; Plan an ArgumentLesson 36Draft an Argument

Execute:* How do I use the elements of an argument in the EOM Task?

Lesson 37Excel with Argument WritingLesson 38Self-Assess

Excel: How do I improve my argument writing in the EOM Task?


Lesson 19Examine Using Sources Responsibly

Examine: Why is using sources responsibly important in research writing?

Using research sources responsibly

Lesson 20Experiment with Using Sources Responsibly

Experiment: How does using sources responsibly work in research writing?

Lesson 21Execute Using Sources Responsibly

Execute: How do I use sources responsibly in research writing?

Lesson 22 Excel at Using Sources Responsibly

Excel: How do I improve my use of sources in research writing?

* The print version of the Teacher Edition does not identify Grade 6 Module 3 Lessons 35 and 36 as Execute lessons.




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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory

Lesson 4Examine an Informational Paragraph

Examine: Why is the organization of ideas in a paragraph important?

Writing a topic statement for an informative paragraphLesson 5

Experiment with Topic SentencesExperiment: How does writing an effective topic sentence work?

Lesson 15Experiment with Topic Statements and Evidence

Experiment: How do topic statements and evidence work?

Lesson 20Plan the Focusing Question Task Response; Complete the Focusing Question Task

Execute: How do I use what I know about writing an effective paragraph to respond to Focusing Question Task 2?

Lesson 21Strengthen Writing

Excel: How do I improve my ToSEEC paragraph?


Lesson 16Examine Elaboration

Examine: Why are elaboration and transitions important in argument writing?

Elaborating to show why evidence supports reason(s) in an argument paragraph or essay

Lesson 17Experiment with Elaboration

Experiment: How does elaboration in argument writing work?

Lesson 21Complete the Focusing Question Task

Execute: How can I use a strong claim, clear reasons, and relevant evidence in an argument paragraph?

Lesson 22Strengthen Writing

Excel: How do I improve an argument paragraph?


Lesson 23Examine Evidence Synthesis

Examine: Why is synthesizing evidence important?

Synthesizing research

Lesson 26Conduct and Synthesize Research

Experiment: How does conducting and synthesizing research work?

Lesson 27Experiment with Quoted and Paraphrased Information

Experiment: How does synthesizing quoted and paraphrased information in a research paragraph work?

Lesson 35Organize and Draft

Execute: How can I organize and draft my research essay?

Lesson 36Draft Essays

Execute: How can I use the elements of strong informative writing in my research essay?

Lesson 37Provide Feedback; Improve the Essay

Excel: How do I improve my research essay?




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Lesson/Section Craft Stage and Question SkillModule 2 EOM Task Writing Type: Informative/Explanatory

Lesson 2Examine Well-Chosen Evidence

Examine: Why is well-chosen evidence important?

Using well-chosen evidence in informative/explanatory writingLesson 3

Experiment with Well-Chosen EvidenceLesson 4Experiment with Types of Evidence

Experiment: How does well-chosen evidence work?

Lesson 35Identify Subcategories from Evidence

Evaluate and Refine Evidence

Execute: How do I identify subcategories for an explanatory essay?

Excel: How do I improve my use of well-chosen evidence in an explanatory essay?


Lesson 6Examine Argument Structure

Examine: Why is the structure of an argument important?

Using a writing model to organize and write an argument paragraphLesson 7

Experiment with Argument StructureExperiment: How does structuring an argument work?

Lesson 9Execute Argument Structure

Execute: How do I structure an argument?

Lesson 10Participate in Peer Review

Excel: How do I improve argument structure?


Lesson 20Discuss Synthesis of Evidence

Examine: Why is synthesizing evidence important?

Synthesizing research evidence

Lesson 21Experiment with Synthesis of Evidence

Experiment: How does synthesizing evidence work?

Lesson 22Synthesize Evidence

Execute: How do I synthesize evidence for a research project?

Lesson 26Draft an Outline

Execute: How do I synthesize evidence in an EOM Task?

Lesson 27Participate in Peer Review; Draft a Revision Plan; Finalize an Informative Essay

Excel:* How do I improve my synthesis of evidence?

* The print version of Grade 8 Module 4 Lesson 27 incorrectly identifies the Craft Stage for the lesson as Execute.




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3. Next Steps for Professional Learning: Writing Models

▪ Use a Wit & Wisdom writing model to test drive an upcoming writing task. Follow these steps:

1. Plan and draft your response, being sure to include each element of the model.

2. Reflect on your experience:

▫ How did the model help you write?

▫ What did you find challenging about using the model?

3. Extend your use of the model, such as adding additional layers of evidence, melding evidence and elaboration, or experimenting with paraphrasing versus quoting of direct evidence.

4. Consider the instructional implications of your test drive and reflection, annotating lessons leading up to the assessment as needed.

▪ Analyze the Appendix C exemplar for an upcoming writing task using the appropriate writing model as your guide. Follow these steps:

1. Identify how the exemplar incorporates each element of the model.

2. Reflect on your experience:

▫ How did using the model help the exemplar writer organize the exemplar?

▫ How was the writer able to use the model flexibly to maintain a unique voice and style?

3. Consider the instructional implications of your review, annotating lessons leading up to the assessment as needed.

▪ Read chapter 4 of the following resource: Vermont Writing Collaborative. Writing for Understanding: Using Backward Design to Help All Students Write Effectively. Authentic Education, 2008. Then take the following steps:

1. Examine the authors’ conclusions about the power of writing models to support students in being effective writers considering evidence from your classroom.

2. Annotate the research, noting conclusions with clear instructional implications, and then plan for how you will act on those in your teaching.


Writing in Wit & Wisdom • Writing ModelsWIT & WISDOM®

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Writing in Wit & Wisdom • K–8 Writing Progression

4. Next Steps for Professional Learning: K–8 Writing Progression

▪ Analyze the progression of writing instruction from Kindergarten through Grade 8, using the following steps:

1. Select a writing type.

2. Read through the EOM Task Progression Chart, provided in the following pages, for that writing type.

3. Annotate the chart in response to these questions:

▫ What similarities and differences do you notice across grades?

▫ How do expectations build on the work from the prior year?

▫ What role does each grade level play in building students’ skill with this writing type?

4. What are the instructional implications of this Kindergarten through Grade 8 progression? Consider steps teachers could take to intentionally strengthen the build, such as using similar phrases, symbols, or strategies to remember the writing model or incorporating into lessons any references to writing work students did at the prior grade level.


WIT & WISDOM®

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Writing in Wit & Wisdom • Opinion/Argument–Grades K–2 WIT & WISDOM®

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4G

rade

2 M

odul

e 4

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te a

n op

inio

n st

atem

ent

abou

t whi

ch c

ontin

ent,

Asia

or

Eur

ope,

has

the

mos

t in

tere

stin

g th

ings

to d

o.2.

W

rite

an

opin

ion

para

grap

h ab

out w

hich

con

tinen

t, Af

rica

or A

ntar

ctic

a, h

as

the

mos

t int

eres

ting

natu

ral

feat

ures

.3.

W

rite

an

opin

ion

para

grap

h ab

out a

favo

rite

cha

ract

er

in W

hy M

osqu

itoes

Buz

z in

Peop

le’s

Ears

.4.

W

rite

an

opin

ion

para

grap

h ab

out w

hich

cont

inen

t, So

uth

Amer

ica

or A

ustr

alia

, has

the

mos

t int

eres

ting

anim

als.

5.

Wri

te a

n op

inio

n pa

ragr

aph

in th

e fo

rm o

f a le

tter

to

conv

ince

som

eone

to v

isit

Nor

th A

mer

ica.

1.

Wri

te a

n op

inio

n pa

ragr

aph

expl

aini

ng w

hat y

ou m

ost

adm

ire

abou

t Cin

dere

lla.

2.

Wri

te a

n op

inio

n pa

ragr

aph

telli

ng w

hat y

ou m

ost a

dmir

e ab

out E

lla.

3.

Wri

te a

n op

inio

n pa

ragr

aph

telli

ng w

hat y

ou m

ost a

dmire

ab

out A

delit

a or

Pea

r Bl

osso

m.

1.

Choo

se e

ither

the

stom

ach

or th

e sm

all

inte

stin

e. W

hat i

mpo

rtan

t job

s doe

s thi

s or

gan

do a

s par

t of t

he d

iges

tive

syst

em?

Cond

uct s

hare

d re

sear

ch in

a sm

all g

roup

. Th

en, i

ndiv

idua

lly, w

rite

an

info

rmat

ive

para

grap

h th

at in

clud

es a

t lea

st tw

o pi

eces

of

evi

denc

e fr

om th

e te

xt.

2.

Who

ben

efite

d th

e m

ost f

rom

mak

ing

the

soup

in B

one

Butt

on B

orsc

ht?

Wri

te a

n op

inio

n pa

ragr

aph.

3.

Whe

re d

oes n

ouri

shin

g fo

od c

ome

from

? D

escr

ibe

how

food

is c

reat

ed o

n a

big

farm

. Wri

te a

n in

form

ativ

e pa

ragr

aph

that

in

clud

es th

e st

eps a

nd th

e co

nnec

tions

be

twee

n th

em.

4.

Cons

ider

the

follo

win

g op

tions

: st

raw

berr

ies,

ora

nges

, car

rots

, and

br

occo

li. W

hich

one

wou

ld y

ou c

hoos

e to

be

nefit

you

r bod

y? S

uppo

rt y

our o

pini

on

with

evi

denc

e.

Writing in Wit & Wisdom • Opinion/Argument—Grades K–2 WIT & WISDOM®

Copyright © 2019 Great Minds®Page 20 of 42

Typ

e 1:

Opi

nion

/Arg

umen

t—G

rade

s 3–

5G

rade

3 M

odul

e 2

Gra

de 4

Mod

ule

3G

rade

5 M

odul

e 3

Sum

mar

y of

EO

M

Task

For a

cla

ss w

ebsi

te, s

tude

nts w

rite

an

essa

y ex

pres

sing

thei

r opi

nion

abo

ut

the

mos

t im

port

ant s

teps

peo

ple

have

ta

ken

to le

arn

abou

t spa

ce.

Stud

ents

wri

te a

n op

inio

n es

say

in re

spon

se to

this

que

stio

n: In

yo

ur o

pini

on, w

ere

the

Amer

ican

pa

trio

ts ju

stifi

ed in

figh

ting

for t

heir

in

depe

nden

ce fr

om B

rita

in?

Stud

ents

wri

te a

n op

inio

n es

say,

ex

pres

sing

thei

r pos

ition

abo

ut th

e Ci

vil W

ar’s

effec

t on

the

Prui

tt fa

mily

fr

om T

he R

iver

bet

wee

n U

s.

Form

4-pa

ragr

aph

essa

y4-

or 5

-par

agra

ph e

ssay

4-pa

ragr

aph

essa

y

Wri

ting

M

odel

(H)I

-OR

EE-C

O

(H—

Hoo

k)*

I—In

trod

uctio

nO

—O

pini

on S

tate

men

t

Body

par

agra

ph:

R—

Rea

sons

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

O—

Opi

nion

Con

clus

ion

* St

uden

ts le

arn

to w

rite

an

open

ing

hook

in G

rade

4.

HI-

OR

EE-C

O

H—

Hoo

kI—

Intr

oduc

tion

O—

Opi

nion

Sta

tem

ent

Body

par

agra

ph:

R—

Rea

sons

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

O—

Opi

nion

Con

clus

ion

HI-

OR

EE-C

O

H—

Hoo

kI—

Intr

oduc

tion

O—

Opi

nion

Sta

tem

ent

Body

par

agra

ph:

R—

Rea

sons

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

O—

Opi

nion

Con

clus

ion

Writing in Wit & Wisdom • Opinion/Argument—Grades 3–5


WIT & WISDOM®

Page 21 of 42

Typ

e 1:

Opi

nion

/Arg

umen

t—G

rade

s 3–

5G

rade

3 M

odul

e 2

Gra

de 4

Mod

ule

3G

rade

5 M

odul

e 3

Cri

teri

a fo

r Su

cces

s

�An

intr

oduc

tion

�A

clea

r opi

nion

stat

emen

t �

Rea

sons

for t

he o

pini

on

supp

orte

d by

evi

denc

e fr

om th

e te

xt a

nd o

rgan

ized

in a

way

that

m

akes

sens

e �

A co

nclu

ding

stat

emen

t �

Link

ing

wor

ds

�An

intr

oduc

tion

that

pro

vide

s ne

eded

con

text

�A

clea

r opi

nion

stat

emen

t tha

t in

clud

es tw

o su

ppor

ting

reas

ons

�Tw

o su

ppor

ting

para

grap

hs th

at

deve

lop

and

expl

ain

each

reas

on �

Spec

ific

evid

ence

from

the

text

s,

citin

g ea

ch so

urce

�El

abor

atio

n on

how

the

text

ev

iden

ce c

onne

cts t

o ea

ch

para

grap

h’s f

ocus

�A

conc

lusi

on th

at re

stat

es th

e op

inio

n an

d pr

ovid

es a

refle

ctio

n on

the

topi

c �

Tran

sitio

nal w

ords

and

phr

ases

to

con

nect

idea

s

�A

brie

f ope

ning

par

agra

ph w

ith a

ho

ok a

nd a

n in

trod

uctio

n to

the

nove

l �

An o

pini

on o

n w

heth

er th

e Ci

vil

War

had

a m

ostly

pos

itive

or

mos

tly n

egat

ive

effec

t on

the

Prui

tt fa

mily

�

Two

reas

ons t

hat s

uppo

rt th

e op

inio

n �

Evid

ence

from

The

Riv

er

betw

een

Us t

o su

ppor

t the

re

ason

s �

Elab

orat

ion

on e

vide

nce

to

expl

ain

the

effec

t of w

ar o

n th

e Pr

uitt

fam

ily

�At

leas

t one

if–t

hen

elab

orat

ion

stat

emen

t �

A br

ief c

oncl

udin

g st

atem

ent

�Tr

ansi

tions

to li

nk o

pini

ons a

nd

reas

ons a

nd to

ord

er id

eas i

n a

logi

cal w

ay

Writing in Wit & Wisdom • Opinion/Argument—Grades 3–5 WIT & WISDOM®


Typ

e 1:

Opi

nion

/Arg

umen

t—G

rade

s 3–

5G

rade

3 M

odul

e 2

Gra

de 4

Mod

ule

3G

rade

5 M

odul

e 3

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te a

mul

tiple

-par

agra

ph

expl

anat

ory

essa

y th

at e

xpla

ins

to fa

mili

es h

ow G

alile

o he

lped

pe

ople

lear

n ab

out s

pace

.2.

W

rite

a m

ultip

le-p

arag

raph

es

say

that

ans

wer

s the

follo

win

g qu

estio

n: W

ould

you

like

to h

ave

been

an

astr

onau

t on

the

Apol

lo

11 m

issi

on?

3.

Wri

te a

mul

tiple

-par

agra

ph

opin

ion

essa

y ab

out w

hich

pie

ce

of a

rt o

r tex

t bel

ongs

in a

libr

ary

exhi

bit a

bout

spac

e.

1.

Wri

te a

n ex

plan

ator

y es

say

to

resp

ond

to th

e fo

llow

ing

prom

pt:

Wha

t wer

e th

e pe

rspe

ctiv

es o

f the

tw

o m

ain

side

s of t

he A

mer

ican

R

evol

utio

n?

2.

Wri

te a

lett

er to

the

Sons

of

Libe

rty

as o

ne o

f the

follo

win

g ch

arac

ters

from

the

stor

y Co

loni

al V

oice

s: H

ear

Them

Sp

eak.

In th

e le

tter

, sta

te y

our

opin

ion

and

pers

pect

ive

on th

e Bo

ston

Tea

Par

ty.

3.

For a

n au

dien

ce w

ho is

un

fam

iliar

with

the

stor

y Th

e Sc

arle

t Sto

ckin

gs S

py, w

rite

an

essa

y to

exp

lain

Mad

dy R

ose’

s pe

rspe

ctiv

e on

the

Amer

ican

R

evol

utio

n an

d ho

w it

influ

ence

d he

r act

ions

in th

e st

ory.

4.

In

Woo

ds R

unne

r, G

ary

Paul

sen

wri

tes a

bout

the

Amer

ican

Sp

irit

and

how

it d

rove

Pat

riot

s to

con

tinue

figh

ting

desp

ite

deva

stat

ing

odds

. In

your

op

inio

n, w

ho b

est d

emon

stra

tes

Amer

ican

Spi

rit i

n W

oods

R

unne

r? W

rite

an

essa

y th

at

pres

ents

a st

rong

opi

nion

abo

ut

one

char

acte

r in

the

stor

y to

co

nvin

ce o

ther

s who

hav

e re

ad

the

book

to a

gree

with

you

that

th

is c

hara

cter

bes

t dem

onst

rate

s Am

eric

an S

piri

t.

1.

Wri

te a

n in

form

ativ

e/ex

plan

ator

y pa

ragr

aph

that

exp

lain

s a fa

ctor

th

at le

d to

the

star

t of t

he C

ivil

War

.2.

W

rite

an

opin

ion

essa

y ab

out

whe

ther

boy

sold

iers

wer

e aff

ecte

d by

figh

ting

in th

e Ci

vil

War

for b

ette

r or w

orse

.3.

W

rite

a jo

urna

l ent

ry fr

om

a ch

arac

ter’s

poi

nt o

f vie

w,

expl

aini

ng re

ason

s tha

t sup

port

a

char

acte

r’s o

pini

on.

4.

Wri

te a

n in

form

ativ

e/ex

plan

ator

y pa

ragr

aph

that

exp

lain

s the

m

eani

ng o

f an

impo

rtan

t ana

logy

fr

om T

he R

iver

bet

wee

n U

s.



WIT & WISDOM®

Page 23 of 42

Type

1: O

pini

on/A

rgum

ent—

Gra

des

6–8

Gra

de 6

Mod

ule

3G

rade

7 M

odul

e 3

Gra

de 8

Mod

ule

3

Sum

mar

y of

EO

M

Task

Stud

ents

wri

te a

n ar

gum

ent

essa

y to

arg

ue w

heth

er so

cial

or

envi

ronm

enta

l fac

tors

had

the

mos

t si

gnifi

cant

effe

ct o

n th

e Ja

mes

tow

n ea

rly

sett

lers

’ str

uggl

e to

thri

ve.

Stud

ents

wri

te a

n ar

gum

ent e

ssay

to

arg

ue w

heth

er la

ngua

ge is

mor

e po

wer

ful w

hen

used

to u

plift

or t

o co

ntro

l.

Stud

ents

wri

te a

n ar

gum

ent e

ssay

to

arg

ue w

heth

er a

genc

y or

fate

di

rect

s the

out

com

e of

a ro

man

tic

rela

tions

hip

for o

ne o

f the

pla

y’s

char

acte

rs.

Form

4-pa

ragr

aph

essa

y4-

para

grap

h es

say

4- o

r 5-p

arag

raph

ess

ay

Wri

ting

M

odel

HI-

CREE

A-CC

*

H—

Hoo

kI—

Intr

oduc

tion

C—Cl

aim

Body

par

agra

phs:

R—

Rea

son

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

C—Co

nclu

sion

* Pe

r Com

mon

Cor

e St

ate

Stan

dard

s (C

CSS)

, Gra

de 6

stud

ents

do

not

addr

ess a

ltern

ate

or o

ppos

ing

clai

ms.

HI-

CREE

A-CC

H—

Hoo

kI—

Intr

oduc

tion

C—Cl

aim

Body

par

agra

phs:

R—

Rea

son

E—Ev

iden

ceE—

Elab

orat

ion

A—Al

tern

ate

Clai

m(s

)C—

Conc

ludi

ng S

tate

men

t

C—Co

nclu

sion

HI-

CREE

A-CC

H—

Hoo

kI—

Intr

oduc

tion

C—Cl

aim

Body

par

agra

phs:

R—

Rea

son

E—Ev

iden

ceE—

Elab

orat

ion

A—Al

tern

ate

Clai

m(s

)C—

Conc

ludi

ng S

tate

men

t

C—Co

nclu

sion



Type

1: O

pini

on/A

rgum

ent—

Gra

des

6–8

Gra

de 6

Mod

ule

3G

rade

7 M

odul

e 3

Gra

de 8

Mod

ule

3

Cri

teri

a fo

r Su

cces

s

�D

emon

stra

tion

of u

nder

stan

ding

of

the

fact

ors t

hat t

hrea

tene

d th

e su

rviv

al o

f the

Jam

esto

wn

colo

ny �

An in

trod

uctio

n th

at in

clud

es a

ho

ok, i

ntro

duct

ion,

cla

im, a

nd a

pr

evie

w o

f rea

sons

�Tw

o ar

gum

ent s

uppo

rtin

g pa

ragr

aphs

that

eac

h in

clud

e th

e fo

llow

ing

item

s: ▫

a cl

ear r

easo

n to

supp

ort t

he

clai

m ▫

text

ual e

vide

nce

to su

ppor

t th

e re

ason

▫el

abor

atio

n th

at e

xpla

ins

how

the

evid

ence

supp

orts

th

e re

ason

▫tr

ansi

tiona

l wor

ds o

r ph

rase

s ▫

a co

nclu

ding

stat

emen

t tha

t re

info

rces

the

reas

on a

nd

clos

es th

e pa

ragr

aph

�A

conc

lusi

on th

at re

info

rces

the

argu

men

t and

offe

rs a

“So

Wha

t”

refle

ctin

g th

e la

rger

sign

ifica

nce

�An

eng

agin

g in

trod

ucto

ry

para

grap

h th

at c

lear

ly st

ates

a

clai

m a

s to

whi

ch u

se o

f lan

guag

e is

mos

t pow

erfu

l �

Two

reas

ons f

or w

hy th

is u

se o

f la

ngua

ge is

mos

t pow

erfu

l �

Text

ual e

vide

nce

and

elab

orat

ion

to su

ppor

t the

reas

ons

�Ac

know

ledg

men

t of a

ltern

ate

or

oppo

sing

cla

ims

�A

conc

lusi

on th

at re

info

rces

th

e ar

gum

ent a

nd su

ppor

ts it

s si

gnifi

canc

e �

Use

of w

ords

, phr

ases

, and

cl

ause

s as t

rans

ition

s to

crea

te c

ohes

ion

and

clar

ify

the

rela

tions

hips

am

ong

clai

ms,

reas

ons,

evi

denc

e, a

nd

elab

orat

ion

�An

evi

denc

e-ba

sed

clai

m �

Dev

elop

men

t of t

he e

vide

nce-

base

d cl

aim

with

reas

ons

�W

ell-c

hose

n an

d w

ell-o

rgan

ized

ev

iden

ce to

supp

ort t

he re

ason

s �

Supp

ort o

f the

ove

rall

sequ

ence

of

the

argu

men

t thr

ough

el

abor

atio

n on

evi

denc

e �

Tran

sitio

ns th

at c

onne

ct re

ason

s to

cla

ims,

evi

denc

e to

reas

ons,

an

d el

abor

atio

n to

evi

denc

e �

Dis

tinct

ion

betw

een

the

clai

m

and

an a

ltern

ate

or o

ppos

ing

clai

m th

roug

h us

e of

app

ropr

iate

tr

ansi

tions

�A

conc

lusi

on th

at su

ms u

p th

e ar

gum

ent w

ith c

lear

and

dir

ect

lang

uage



WIT & WISDOM®

Page 25 of 42

Type

1: O

pini

on/A

rgum

ent—

Gra

des

6–8

Gra

de 6

Mod

ule

3G

rade

7 M

odul

e 3

Gra

de 8

Mod

ule

3

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te tw

o ex

plan

ator

y pa

ragr

aphs

. In

the

first

pa

ragr

aph,

exp

lain

Sam

uel’s

po

int o

f vie

w a

bout

one

of t

he

soci

al o

r en

viro

nmen

tal f

acto

rs

thre

aten

ing

Jam

esto

wn.

The

n,

in th

e se

cond

par

agra

ph, e

xpla

in

how

Car

bone

use

s lan

guag

e an

d sp

ecifi

c w

ord

choi

ce to

dev

elop

an

d ill

ustr

ate

his p

oint

of v

iew

ab

out t

hat f

acto

r.2.

W

rite

a c

laim

and

two

argu

men

tativ

e pa

ragr

aphs

ar

guin

g w

ho h

ad th

e gr

eate

st

impa

ct o

n Sa

mue

l’s g

row

th

and

chan

ge a

s he

navi

gate

d th

e un

know

ns in

his

new

wor

ld o

f Ja

mes

tow

n.3.

W

rite

an

essa

y in

whi

ch y

ou

argu

e w

heth

er C

hief

Pow

hata

n’s

pers

pect

ive

in th

is sp

eech

is

just

ified

or n

ot, g

iven

the

rela

tions

hip

betw

een

the

sett

lers

an

d th

e Po

wha

tans

as d

epic

ted

in

Carb

one’

s tex

t.4.

W

rite

an

expl

anat

ory

essa

y in

whi

ch y

ou c

ompa

re a

nd

cont

rast

Car

bone

’s an

d W

alke

r’s

pres

enta

tions

of R

icha

rd M

utto

n.

5.

Cond

uct i

nfor

mal

rese

arch

abo

ut

a qu

estio

n or

topi

c of

you

r cho

ice

abou

t Jam

esto

wn.

Cre

ate

a po

ster

an

d el

evat

or sp

eech

to sh

are

your

ne

w le

arni

ng.

1.

Wri

te a

par

agra

ph a

bout

why

“I

Hav

e a

Dre

am” i

s ins

piri

ng,

expl

aini

ng b

oth

the

cont

ribu

tion

of K

ing’

s wri

tten

wor

ds in

the

tran

scri

pt a

nd th

e co

ntri

butio

n of

his

voc

al d

eliv

ery

and

imag

e de

tails

in th

e vi

deo.

2.

W

rite

an

argu

men

t par

agra

ph

abou

t whi

ch o

f the

thre

e an

imal

s—Sq

ueal

er, B

oxer

, or

the

shee

p—is

mos

t infl

uent

ial

in h

elpi

ng N

apol

eon

gain

and

m

aint

ain

pow

er in

Ani

mal

Far

m.

3.

Wri

te a

n ar

gum

ent p

arag

raph

ab

out t

he m

ost i

mpo

rtan

t the

me

abou

t the

pow

er o

f lan

guag

e th

at

Orw

ell d

evel

ops i

n An

imal

Far

m.

1.

Wri

te fo

ur in

form

ativ

e/ex

plan

ator

y pa

ragr

aphs

that

id

entif

y an

d ex

plai

n on

e ch

arac

ter’s

und

erst

andi

ng o

f lo

ve fr

om A

Mid

sum

mer

Nig

ht’s

Dre

am.

2.

Wri

te tw

o in

form

ativ

e/ex

plan

ator

y pa

ragr

aphs

that

ex

plai

n an

d ev

alua

te H

elen

Fi

sher

’s ar

gum

ent i

n “I

n th

e Br

ain,

Rom

antic

Lov

e Is

Bas

ical

ly

an A

ddic

tion.

”3.

W

rite

two

info

rmat

ive/

expl

anat

ory

para

grap

hs th

at

expl

ain

how

the

love

tria

ngle

in

Kur

t Von

negu

t’s “E

PICA

C” d

raw

s on

the

com

plex

ities

of l

ove

in A

M

idsu

mm

er N

ight

’s D

ream

and

al

so m

akes

this

pat

tern

of e

vent

s ne

w.

4.

Wri

te a

one

-par

agra

ph a

rgum

ent

abou

t whe

ther

love

is st

rang

e or

true

that

is su

ppor

ted

with

reas

on, e

vide

nce,

and

el

abor

atio

n.



Type

2: I

nfor

mat

ive/

Exp

lana

tory

Wri

ting

—G

rade

s K

–2

Gra

de K

Mod

ule

1G

rade

1 M

odul

e 2

Gra

de 2

Mod

ule

1Su

mm

ary

of E

OM

Ta

sk

Stud

ents

exp

lain

how

the

five

sens

es

help

bot

h th

em a

nd a

cha

ract

er fr

om

a te

xt le

arn.

Stud

ents

exp

lain

an

anim

al’s

uniq

ue

feat

ures

by

usin

g ev

iden

ce th

ey

gath

er d

urin

g sh

ared

cla

ss re

sear

ch.

Stud

ents

exp

lain

how

cha

nges

in fa

ll w

eath

er a

ffect

pla

nts o

r ani

mal

s by

usin

g ev

iden

ce fr

om tw

o te

xts.

Form

2-se

nten

ce b

ook

1 par

agra

ph1 p

arag

raph

Wri

ting

M

odel

TopI

C bo

ok (T

opic

San

dwic

h)

Top—

Topi

cI—

Info

rmat

ion

TopI

C pa

ragr

aph

(Top

ic S

andw

ich)

Top—

Topi

c St

atem

ent

I—In

form

atio

nC—

Conc

lusi

on

I-TE

E-C*

par

agra

ph

T—To

pic

Stat

emen

tE—

Evid

ence

E—El

abor

atio

nC—

Conc

lusi

on

* St

uden

ts le

arn

to w

rite

in

trod

uctio

ns (t

he I

in I-

TEE-

C) in

G

rade

2 M

odul

e 2.

Inst

ruct

ion

on

elab

orat

ion

appe

ars i

n G

rade

3.

Cri

teri

a fo

r Su

cces

s

�D

raw

ings

and

labe

ls to

show

w

hat a

cha

ract

er le

arns

abo

ut th

e w

orld

by

usin

g hi

s sen

ses

�D

raw

ings

and

labe

ls to

show

ho

w th

e se

nse

of si

ght o

r hea

ring

su

ppor

ts le

arni

ng fr

om th

e te

xt �

Res

pons

e to

all

part

s of t

he

prom

pt �

The

nam

e of

the

text

und

er

disc

ussi

on �

The

nam

e of

the

char

acte

r �

One

pie

ce o

f evi

denc

e fr

om th

e te

xt �

A m

atch

bet

wee

n dr

awin

g an

d ev

iden

ce fr

om th

e te

xt �

Use

of i

llust

ratio

ns a

nd w

ords

fr

om th

e te

xt to

add

det

ails

�A

topi

c st

atem

ent t

hat n

ames

the

anim

al a

nd it

s uni

que

feat

ures

�Tw

o or

mor

e de

tails

of h

ow th

e an

imal

use

s the

feat

ures

�A

conc

lusi

on th

at e

ither

rest

ates

or

rela

tes t

o th

e to

pic

stat

emen

t

�A

topi

c st

atem

ent t

hat c

onve

ys

the

esse

ntia

l ide

a of

the

para

grap

h an

d an

swer

s the

qu

estio

n �

Thre

e or

mor

e ev

iden

ce se

nten

ces

from

two

diffe

rent

mod

ule

text

s �

A co

nclu

sion

Writing in Wit & Wisdom • Informative/Explanatory—Grades K–2


WIT & WISDOM®

Page 27 of 42

Type

2: I

nfor

mat

ive/

Exp

lana

tory

Wri

ting

—G

rade

s K

–2

Gra

de K

Mod

ule

1G

rade

1 M

odul

e 2

Gra

de 2

Mod

ule

1

Focu

sing

Q

uest

ion

Task

s

1.

As a

gro

up, w

rite

a b

ook

that

id

entifi

es th

e fiv

e se

nses

. Mat

ch

each

sens

e w

ith it

s cor

resp

ondi

ng

sens

ory

orga

n, a

nd d

escr

ibe

a re

late

d se

nsor

y ex

peri

ence

.2.

As

a g

roup

, wri

te a

boo

k th

at

iden

tifies

how

the

boy

from

Al

iki’s

My

Five

Sen

ses u

ses h

is

sens

es in

the

stor

y.3.

In

pai

rs, w

rite

a b

ook

that

id

entifi

es h

ow a

cha

ract

er u

ses

his s

ense

s of s

ight

and

hea

ring

to

lear

n ab

out t

he w

orld

. 4.

In

pai

rs, w

rite

a b

ook

that

de

scri

bes h

ow th

e se

nses

of s

ight

an

d he

arin

g he

lp re

ader

s to

lear

n fr

om th

e te

xt C

hick

a Ch

icka

Bo

om B

oom

. Lab

el d

raw

ings

with

in

itial

lett

er so

unds

.5.

In

divi

dual

ly, w

rite

a b

ook

that

de

scri

bes h

ow th

e se

nses

of s

ight

an

d he

arin

g w

ere

used

to le

arn

from

the

text

Rap

a T

ap T

ap.

Labe

l dra

win

gs w

ith in

itial

lett

er

soun

ds.

1.

Wri

te a

n in

form

ativ

e pa

ragr

aph

stat

ing

the

less

on o

f Sev

en B

lind

Mic

e.2.

W

rite

an

info

rmat

ive

para

grap

h to

ans

wer

the

Focu

sing

Que

stio

n:

How

did

Jan

e G

ooda

ll m

ake

disc

over

ies a

bout

ani

mal

s?3.

W

rite

an

info

rmat

ive

para

grap

h to

ans

wer

the

Focu

sing

Que

stio

n:

How

do

sea

hors

es u

se th

eir

uniq

ue fe

atur

es?

4.

Wri

te a

n in

form

ativ

e pa

ragr

aph

expl

aini

ng h

ow tw

o an

imal

s fro

m

the

text

Wha

t Do

You

Do

with

a

Tail

Like

Thi

s? u

se th

e sa

me

feat

ure

diffe

rent

ly.

5.

Wri

te a

n in

form

ativ

e pa

ragr

aph

stat

ing

the

poin

t the

aut

hor o

f N

ever

Sm

ile a

t a M

onke

y m

akes

in

the

text

.

1.

Wri

te a

topi

c st

atem

ent u

sing

ke

y te

rms f

rom

the

Focu

sing

Q

uest

ion

and

mod

ule

voca

bula

ry

to c

olla

bora

tivel

y w

rite

an

info

rmat

ive

para

grap

h on

the

impa

ct o

f fal

l on

peop

le a

nd

natu

re.

2.

Wri

te a

n in

form

ativ

e pa

ragr

aph

with

a to

pic

stat

emen

t and

ev

iden

ce e

xpla

inin

g ho

w th

e Li

ttle

Yel

low

Lea

f cha

nges

.3.

W

rite

an

info

rmat

ive

para

grap

h w

ith a

topi

c st

atem

ent a

nd

evid

ence

exp

lain

ing

how

the

cham

eleo

n ch

ange

s.4.

W

rite

an

info

rmat

ive

para

grap

h ex

plai

ning

the

impa

ct o

f fal

l w

eath

er o

n le

aves

.5.

W

rite

an

info

rmat

ive

para

grap

h ex

plai

ning

how

Sky

Tre

e sh

ows

the

cycl

e of

cha

nge

in th

e se

ason

s.

Writing in Wit & Wisdom • Informative/Explanatory—Grades K–2 WIT & WISDOM®


Type

2: I

nfor

mat

ive/

Exp

lana

tory

—G

rade

s 3–

5G

rade

3 M

odul

e 1

Gra

de 4

Mod

ule

1G

rade

5 M

odul

e 1

Sum

mar

y of

EO

M

Task

Stud

ents

exp

lain

why

aut

hors

, art

ists

, or

scie

ntis

ts e

xplo

re th

e se

a.St

uden

ts e

xpla

in fi

gura

tive

and

liter

al

mea

ning

s of t

he te

rm g

reat

hea

rt.

Stud

ents

exp

lain

how

Chi

ef J

osep

h’s

“Lin

coln

Hal

l Spe

ech”

con

veys

Nez

Pe

rce

belie

fs a

nd v

alue

s.

Form

2-pa

ragr

aph

essa

y4-

para

grap

h es

say

4-pa

ragr

aph

essa

y

Wri

ting

M

odel

ToSE

EC*

para

grap

h

ToS—

Topi

c St

atem

ent

Li

nkin

g W

ord

E—Ev

iden

ce

E—El

abor

atio

n

Link

ing

Wor

dE—

Evid

ence

E—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

* G

rade

3 M

odul

e 2

incl

udes

exp

licit

inst

ruct

ion

on w

ritin

g a

conc

lusi

on

(the

C in

ToS

EEC)

.

ToSE

EC e

ssay

H—

Hoo

kI—

Intr

oduc

tion

T—Th

esis

(The

term

focu

sing

st

atem

ent i

s use

d in

the

mod

ule.

)

Body

par

agra

phs:

ToS—

Topi

c St

atem

ent

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

C—Co

nclu

sion

ToSE

EC e

ssay

H—

Hoo

kI—

Intr

oduc

tion

T—Th

esis

Body

par

agra

phs:

ToS—

Topi

c St

atem

ent

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

C—Co

nclu

sion

Writing in Wit & Wisdom • Informative/Explanatory—Grades 3–5


WIT & WISDOM®

Page 29 of 42

Type

2: I

nfor

mat

ive/

Exp

lana

tory

Wri

ting

—G

rade

s 3–

5G

rade

3 M

odul

e 1

Gra

de 4

Mod

ule

1G

rade

5 M

odul

e 1

Cri

teri

a fo

r Su

cces

s

�At

leas

t tw

o pa

ragr

aphs

to

expl

ain

why

peo

ple

expl

ore

the

sea

�A

clea

r top

ic st

atem

ent t

hat

intr

oduc

es th

e ce

ntra

l ide

a of

ea

ch p

arag

raph

�U

se o

f par

agra

phs t

o or

gani

ze

rela

ted

info

rmat

ion

into

gro

ups

�Li

nkin

g w

ords

that

show

the

rela

tions

hip

amon

g id

eas

�Fa

cts,

defi

nitio

ns, a

nd d

etai

ls

from

the

text

�U

se o

f inf

orm

atio

n ga

ined

from

ill

ustr

atio

ns

�An

intr

oduc

tion

that

pre

sent

s the

to

pic

and

prov

ides

con

text

�A

clea

r foc

us st

atem

ent t

hat

incl

udes

the

two

poin

ts in

the

essa

y �

Two

supp

ortin

g pa

ragr

aphs

—on

e th

at e

xpla

ins a

lite

ral g

reat

hea

rt

and

one

that

exp

lain

s a fi

gura

tive

grea

t hea

rt �

In e

ach

supp

ortin

g pa

ragr

aph,

ev

iden

ce fr

om th

e te

xt to

supp

ort

the

focu

s �

In e

ach

supp

ortin

g pa

ragr

aph,

el

abor

atio

n to

exp

lain

how

the

evid

ence

supp

orts

the

focu

s �

A co

nclu

ding

stat

emen

t tha

t re

info

rces

and

refle

cts o

n th

e fo

cus s

tate

men

t

�An

intr

oduc

tion

that

pro

vide

s ba

ckgr

ound

or c

onte

xt fo

r the

to

pic

�A

clea

r the

sis t

hat s

tate

s tw

o be

liefs

or v

alue

s of t

he N

ez P

erce

�

Two

supp

ortin

g pa

ragr

aphs

—on

e th

at d

evel

ops e

ach

belie

f or v

alue

id

entifi

ed in

the

thes

is

�In

eac

h su

ppor

ting

para

grap

h,

evid

ence

from

Chi

ef J

osep

h’s

“Lin

coln

Hal

l Spe

ech”

that

su

ppor

ts th

e id

entifi

ed b

elie

f or

valu

e �

In e

ach

supp

ortin

g pa

ragr

aph,

el

abor

atio

n of

evi

denc

e to

exp

lain

ho

w it

show

s an

impo

rtan

t Nez

Pe

rce

valu

e or

bel

ief,

and

how

th

at v

alue

or b

elie

f gui

des C

hief

Jo

seph

’s w

ords

�

Tran

sitio

ns in

and

bet

wee

n pa

ragr

aphs

�

A co

nclu

sion

that

rein

forc

es

the

thes

is a

nd re

flect

s on

its

sign

ifica

nce

Writing in Wit & Wisdom • Informative/Explanatory—Grades 3–5 WIT & WISDOM®


Type

2: I

nfor

mat

ive/

Exp

lana

tory

Wri

ting

—G

rade

s 3–

5G

rade

3 M

odul

e 1

Gra

de 4

Mod

ule

1G

rade

5 M

odul

e 1

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te a

par

agra

ph e

xpla

inin

g ho

w a

rt re

veal

s an

impo

rtan

t ch

arac

teri

stic

of t

he se

a.2.

W

rite

and

illu

stra

te tw

o pa

ragr

aphs

exp

lain

ing

to

youn

ger s

tude

nts w

hy a

nd h

ow

scie

ntis

ts e

xplo

re th

e se

a.3.

Cr

eate

a d

idac

tic w

all p

anel

fo

r a v

isito

r to

an a

quar

ium

ex

plai

ning

a p

iece

of e

quip

men

t us

ed to

stud

y sh

arks

or s

quid

s.

Expl

ain

why

scie

ntis

ts n

eede

d th

is e

quip

men

t and

how

it

wor

ks.

1.

Wri

te a

n in

form

ativ

e pa

ragr

aph

that

exp

lain

s how

Cla

ra B

arto

n,

Hel

en K

elle

r, or

Ann

e Fr

ank

dem

onst

rate

d a

figur

ativ

e gr

eat

hear

t.2.

W

rite

an

info

rmat

ive

para

grap

h th

at e

xpla

ins w

hat i

t mea

ns to

ha

ve a

lite

ral g

reat

hea

rt.

3.

Wri

te a

n in

form

ativ

e pa

ragr

aph

to id

entif

y a

them

e in

Sha

ron

Cree

ch’s

Love

Tha

t Dog

, and

ex

plai

n ho

w th

e au

thor

dev

elop

s th

is th

eme

by sh

owin

g a

chan

ge

in J

ack

from

the

begi

nnin

g to

th

e en

d of

Lov

e Th

at D

og.

1.

Wri

te a

par

agra

ph su

mm

ary

of

the

info

rmat

iona

l tex

t “A

New

N

atio

n Co

mes

to th

e In

dian

Co

untr

y.”

2.

Wri

te a

n in

form

ativ

e/ex

plan

ator

y pa

ragr

aph

that

ex

plai

ns h

ow th

e N

ez P

erce

ho

mel

and

sust

aine

d on

e as

pect

of

the

trib

e’s l

ifest

yle

and

cultu

re.

3.

Cont

ribu

te id

eas i

n a

Socr

atic

Se

min

ar to

ana

lyze

the

role

s th

at tr

aditi

onal

stor

ies p

lay

in N

ez P

erce

cul

ture

, dra

win

g co

mpa

riso

ns b

etw

een

the

stor

ies

“Coy

ote

and

the

Mon

ster

” and

“H

ow B

eave

r Sto

le F

ire

from

th

e Pi

nes”

to su

ppor

t res

pons

es.

Follo

win

g th

e se

min

ar, r

eflec

t on

lear

ning

by

wri

ting

one

or

two

para

grap

hs to

exp

lain

how

th

e tw

o st

orie

s ser

ve si

mila

r ro

les i

n N

ez P

erce

cul

ture

.4.

W

rite

an

expl

anat

ory

para

grap

h co

ntra

stin

g th

e si

gnifi

canc

e of

th

e N

ez P

erce

hom

elan

d to

the

Nez

Per

ce tr

ibe

and

to th

e U

S go

vern

men

t and

sett

lers

usi

ng

evid

ence

from

Thu

nder

Rol

ling

in th

e M

ount

ains

, cha

pter

s 1–3

an

d th

e cl

ip fr

om th

e fil

m A

La

ndsc

ape

of H

isto

ry.

5.

Wri

te a

n es

say

to c

ompa

re a

nd

cont

rast

Chi

ef J

osep

h’s a

nd

Soun

d of

Run

ning

Fee

t’s m

ost

impo

rtan

t bel

iefs

and

val

ues,

ex

plai

ning

how

thes

e si

mila

r an

d di

ffere

nt b

elie

fs a

nd v

alue

s gu

ide

the

char

acte

rs’ a

ctio

ns in

th

e no

vel T

hund

er R

ollin

g in

the

Mou

ntai

ns.



WIT & WISDOM®

Page 31 of 42

Type

2: I

nfor

mat

ive/

Exp

lana

tory

Wri

ting

—G

rade

s 6–

8G

rade

6 M

odul

e 1

Gra

de 7

Mod

ule

2G

rade

8 M

odul

e 2

Sum

mar

y of

EO

M

Task

Stud

ents

wri

te a

cau

se-a

nd-e

ffect

es

say

anal

yzin

g th

e tr

ansf

orm

atio

n in

ei

ther

Bud

or B

illy

Jo a

s a re

spon

se to

ha

rdsh

ip.

Stud

ents

wri

te a

n in

form

ativ

e es

say

anal

yzin

g W

orld

War

II’s

effec

t on

Ned

Beg

ay o

r Jea

nne

Wak

atsu

ki

Hou

ston

.

Stud

ents

wri

te a

n ex

plan

ator

y es

say

to e

xpla

in a

psy

chol

ogic

al e

ffect

of

war

on

Paul

.

Form

4-pa

ragr

aph

essa

y 4-

or 5

-par

agra

ph e

ssay

4- o

r 5-p

arag

raph

ess

ay

Wri

ting

M

odel

ToSE

EC e

ssay

H—

Hoo

kI—

Intr

oduc

tion

T—Th

esis

or F

ocus

ing

Stat

emen

t

Body

par

agra

phs:

ToS—

Topi

c St

atem

ent

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

C—Co

nclu

sion

ToSE

EC e

ssay

H—

Hoo

kI—

Intr

oduc

tion

T—Th

esis

or F

ocus

ing

Stat

emen

t

Body

par

agra

phs:

ToS—

Topi

c St

atem

ent

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

C—Co

nclu

sion

ToSE

EC e

ssay

H—

Hoo

kI—

Intr

oduc

tion

T—Th

esis

or F

ocus

ing

Stat

emen

t

Body

par

agra

phs:

ToS—

Topi

c St

atem

ent

E—Ev

iden

ceE—

Elab

orat

ion

C—Co

nclu

ding

Sta

tem

ent

C—Co

nclu

sion



Type

2: I

nfor

mat

ive/

Exp

lana

tory

Wri

ting

—G

rade

s 6–

8G

rade

6 M

odul

e 1

Gra

de 7

Mod

ule

2G

rade

8 M

odul

e 2

Cri

teri

a fo

r Su

cces

s

�An

intr

oduc

tory

par

agra

ph w

ith

a ho

ok, a

n in

trod

uctio

n, a

nd a

th

esis

that

con

veys

how

har

dshi

p al

tere

d Bu

d’s o

r Bill

ie J

o’s

pers

pect

ive

of a

nd re

latio

nshi

p w

ith so

meo

ne o

r som

ethi

ng �

Body

par

agra

phs t

hat i

nclu

de th

e fo

llow

ing:

▫a

topi

c st

atem

ent

▫te

xtua

l evi

denc

e ▫

elab

orat

ion

that

exp

lain

s ho

w th

e ev

iden

ce d

evel

ops

the

idea

▫tr

ansi

tiona

l wor

ds o

r ph

rase

s to

show

con

nect

ions

am

ong

sent

ence

s and

idea

s ▫

a co

nclu

ding

stat

emen

t tha

t re

info

rces

the

idea

�A

conc

lusi

on th

at re

info

rces

the

thes

is a

nd m

ain

poin

ts a

nd o

ffers

a

“So

Wha

t” re

flect

ing

the

thes

is’s

larg

er si

gnifi

canc

e

�An

intr

oduc

tory

par

agra

ph th

at

sum

mar

izes

the

indi

vidu

al’s

back

grou

nd a

nd w

artim

e ex

peri

ence

as n

eede

d �

Clea

r org

aniz

atio

n of

idea

s and

us

e of

tran

sitio

ns (t

hrou

gh

wor

ds, p

hras

es, o

r cla

uses

) to

deve

lop

the

essa

y �

Rel

evan

t fac

ts, d

etai

ls, a

nd

quot

atio

ns fr

om th

e te

xt �

Wor

ds a

nd id

eas t

hat s

how

kn

owle

dge

of th

e es

say

topi

c �

A co

nclu

ding

par

agra

ph th

at

build

s off

and

supp

orts

the

essa

y’s i

deas

�Id

entifi

catio

n of

a b

road

ca

tego

ry—

a ps

ycho

logi

cal e

ffect

of

the

war

on

Paul

—in

the

thes

is �

Iden

tifica

tion

of su

bcat

egor

ies o

f th

is p

sych

olog

ical

effe

ct in

two

body

par

agra

phs

�U

se o

f sub

cate

gori

es to

stru

ctur

e th

e bo

dy p

arag

raph

s �

Incl

usio

n in

the

essa

y of

thre

e in

cide

nts f

rom

the

nove

l tha

t bes

t re

pres

ent t

his e

ffect

�Ex

plan

atio

n of

how

this

effe

ct

deve

lops

acr

oss m

ultip

le

inci

dent

s in

the

nove

l



WIT & WISDOM®

Page 33 of 42

Type

2: I

nfor

mat

ive/

Exp

lana

tory

Wri

ting

—G

rade

s 6–

8G

rade

6 M

odul

e 1

Gra

de 7

Mod

ule

2G

rade

8 M

odul

e 2

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te a

ToS

EEC

para

grap

h in

w

hich

you

exp

lain

wha

t mak

es

Bud

a su

rviv

or.

2.

Wri

te tw

o To

SEEC

par

agra

phs i

n w

hich

you

exp

lain

two

hard

ship

s pe

ople

face

d du

ring

the

Gre

at

Dep

ress

ion.

3.

Wri

te a

ToS

EEC

min

i-ess

ay

(an

intr

oduc

tion

and

two

body

pa

ragr

aphs

) in

whi

ch y

ou e

xpla

in

how

Bud

has

bee

n tr

ansf

orm

ed

by h

is jo

urne

y.

4.

Wri

te a

ToS

EEC

min

i-ess

ay

(an

intr

oduc

tion

and

two

body

pa

ragr

aphs

) in

whi

ch y

ou e

xpla

in

how

peo

ple

duri

ng th

e G

reat

D

epre

ssio

n an

d th

e ch

arac

ters

in

Out

of t

he D

ust s

usta

ined

thei

r sp

irits

dur

ing

this

diffi

cult

time

in

our h

isto

ry.

5.

Wri

te a

cau

se-a

nd-e

ffect

ToS

EEC

essa

y (in

trod

uctio

n, tw

o bo

dy

para

grap

hs, a

nd a

con

clus

ion)

in

whi

ch y

ou e

xpla

in h

ow

hard

ship

(cau

se) c

hang

es B

illie

Jo

’s re

latio

nshi

p w

ith a

noth

er

char

acte

r, a

part

icul

ar o

bjec

t, or

th

e la

nd (e

ffect

).6.

Af

ter e

ngag

ing

in th

e So

crat

ic

Sem

inar

, wri

te a

cau

se-a

nd-e

ffect

To

SEEC

par

agra

ph in

resp

onse

to

one

of th

e fo

llow

ing

ques

tions

. �H

ow d

oes h

ards

hip

thre

aten

Bi

llie

Jo’s

emot

iona

l sur

viva

l, an

d w

hat r

espo

nse

enab

les h

er

to su

rviv

e? �H

ow d

oes h

ards

hip

thre

aten

Ba

yard

Kel

by’s

emot

iona

l su

rviv

al, a

nd w

hat r

espo

nse

enab

les h

im to

surv

ive?

1.

Use

an

evid

ence

gui

de to

iden

tify

impo

rtan

t asp

ects

of N

ed B

egay

’s N

avaj

o id

entit

y in

Cod

e Ta

lker

. 2.

W

rite

a p

arag

raph

that

ana

lyze

s ho

w a

par

ticul

ar a

spec

t of N

avaj

o cu

lture

supp

orts

Ned

Beg

ay o

ver

the

cour

se o

f Cod

e Ta

lker

.3.

In

two

para

grap

hs, a

naly

ze h

ow

Wak

atsu

ki H

oust

on d

evel

ops t

wo

cent

ral i

deas

ove

r the

cou

rse

of

Fare

wel

l to

Man

zana

r.

1.

Wri

te tw

o ex

plan

ator

y pa

ragr

aphs

that

iden

tify

and

expl

ain

the

Briti

sh a

nd A

mer

ican

re

ason

s for

join

ing

Wor

ld W

ar I.

2.

Wri

te a

one

-pag

e le

tter

from

th

e po

int o

f vie

w o

f a c

hara

cter

fr

om A

ll Q

uiet

on

the

Wes

tern

Fr

ont t

hat d

emon

stra

tes a

n un

ders

tand

ing

of th

e co

nditi

ons

of th

e fr

ont a

nd th

eir e

ffect

s on

a so

ldie

r.3.

W

rite

a th

ree-

para

grap

h ex

plan

ator

y es

say

that

eva

luat

es

how

a sc

ene

from

Lew

is

Mile

ston

e’s 1

930

adap

tatio

n of

All

Qui

et o

n th

e W

este

rn

Fron

t int

erpr

ets w

ar’s

effec

t on

hum

anity

in c

ompa

riso

n to

the

nove

l.4.

W

rite

a fo

ur-p

arag

raph

ex

plan

ator

y es

say

that

exp

lain

s ho

w a

n ar

ticle

abo

ut fe

mal

e sh

ell-

shoc

k vi

ctim

s mak

es c

onne

ctio

ns

and

dist

inct

ions

am

ong

idea

s ab

out t

he p

sych

olog

ical

effe

cts o

f w

ar o

n m

en a

nd w

omen

.



Type

3: N

arra

tive

—G

rade

s K

–2

Gra

de K

Mod

ule

2G

rade

1 M

odul

e 1

Gra

de 2

Mod

ule

3

Sum

mar

y of

EO

M

Task

Stud

ents

wri

te a

n or

igin

al n

arra

tive

set o

n M

aple

Hill

Far

m a

nd fe

atur

ing

one

farm

ani

mal

they

lear

ned

abou

t in

the

mod

ule.

Stud

ents

wri

te a

nar

rativ

e ab

out a

ch

arac

ter w

ho is

cha

nged

by

book

s an

d de

sign

a c

over

pag

e fo

r the

na

rrat

ive.

Stud

ents

wri

te a

n ex

plod

ed m

omen

t na

rrat

ive

from

the

poin

t of v

iew

of

Rub

y Br

idge

s or S

ylvi

a M

ende

z abo

ut

thei

r res

pons

es to

inju

stic

e.

Form

Stor

y m

apW

ritt

en a

nd il

lust

rate

d na

rrat

ive

Expl

oded

mom

ent n

arra

tive

Wri

ting

M

odel

CSPE

R

C—Ch

arac

ters

S—Se

ttin

gP—

Prob

lem

E—Ev

ents

(The

term

res

pons

e to

pr

oble

m is

use

d in

the

mod

ule.

)R

—R

esol

utio

n

CSPE

R

C—Ch

arac

ters

S—Se

ttin

gP—

Prob

lem

E—Ev

ents

R—

Res

olut

ion

CSPE

R

C—Ch

arac

ters

S—Se

ttin

gP—

Prob

lem

E—Ev

ents

R—

Res

olut

ion

Cri

teri

a fo

r Su

cces

s

Dra

win

g an

d w

ritin

g th

at te

lls a

stor

y w

ith th

e fo

llow

ing

feat

ures

: �

Char

acte

rs �

A se

ttin

g �

A pr

oble

m �

A re

spon

se to

the

prob

lem

�Ev

ents

in o

rder

�A

reso

lutio

n to

the

prob

lem

�Ch

arac

ters

�A

sett

ing

from

My

Libr

aria

n Is

a

Cam

el �

A pr

oble

m (t

he c

hara

cter

doe

sn’t

have

boo

ks)

�Th

e re

solu

tion

to th

e pr

oble

m

(usi

ng th

e m

etho

d fo

r get

ting

book

s fro

m th

at c

ount

ry)

�Ill

ustr

atio

ns to

mat

ch th

e w

ords

on

eac

h pa

ge

�Se

tting

�Ch

arac

ters

�

Actio

n �

Prob

lem

�En

ding

(sen

se o

f clo

sure

) �

Firs

t-pe

rson

poi

nt o

f vie

w �

One

det

ail t

o de

scri

be a

thou

ght

�O

ne d

etai

l to

desc

ribe

a fe

elin

g �

One

det

ail t

o de

scri

be a

n ac

tion

�O

ne “t

ime”

(tem

pora

l) w

ord

Writing in Wit & Wisdom • Narrative—Grades K–2


WIT & WISDOM®

Page 35 of 42

Type

3: N

arra

tive

—G

rade

s K

–2

Gra

de K

Mod

ule

2G

rade

1 M

odul

e 1

Gra

de 2

Mod

ule

3

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te a

one

-pag

e in

form

ativ

e fa

ct

card

abo

ut o

ne a

nim

al th

at li

ves

on th

e fa

rm fr

om F

arm

Ani

mal

s.

Crea

te a

pod

cast

det

ailin

g th

e fa

cts a

bout

you

r cho

sen

anim

al

and

answ

erin

g on

e qu

estio

n ab

out t

hat a

nim

al.

2.

Wri

te a

n in

form

ativ

e/ex

plan

ator

y se

nten

ce a

bout

wha

t hap

pens

on

the

farm

dur

ing

one

seas

on in

Th

e Ye

ar a

t Map

le H

ill F

arm

.3.

W

rite

two

info

rmat

ive/

expl

anat

ory

sent

ence

s des

crib

ing

one

char

acte

r fro

m T

hree

Li

ttle

Pig

s. W

rite

one

sent

ence

de

scri

bing

a c

hara

cter

’s tr

ait

and

one

sent

ence

abo

ut h

ow th

e ch

arac

ter d

emon

stra

tes t

hat t

rait.

4.

Wri

te a

sent

ence

abo

ut a

new

pr

oble

m th

e Li

ttle

Red

Hen

m

ight

face

in T

he L

ittle

Red

H

en. D

escr

ibe

the

new

pro

blem

, re

spon

se to

the

prob

lem

, and

new

re

solu

tion.

5.

Wri

te tw

o se

quen

tial r

espo

nses

to

the

prob

lem

to c

ompl

ete

a fic

tiona

l nar

rativ

e w

ritt

en b

y th

e cl

ass.

1.

Wri

te a

nd d

raw

to re

tell

the

stor

y of

Tom

ás a

nd th

e Li

brar

y La

dy,

incl

udin

g ch

arac

ter,

sett

ing,

and

pr

oble

m/r

esol

utio

n.2.

W

rite

and

dra

w to

rete

ll th

e st

ory

Wai

ting

for

the

Bibl

iobu

rro,

in

clud

ing

char

acte

r, se

ttin

g,

and

prob

lem

/res

olut

ion.

Use

co

mpl

ete

sent

ence

s and

end

pu

nctu

atio

n.3.

D

escr

ibe

how

peo

ple

get b

ooks

in

one

sect

ion

of M

y Li

brar

ian

Is a

Cam

el b

y an

swer

ing

the

ques

tion:

“Usi

ng e

vide

nce

from

th

e ph

otog

raph

s, h

ow d

o pe

ople

in

this

cou

ntry

get

boo

ks?”

4.

Wri

te a

nd d

raw

to re

tell

the

stor

y Th

at B

ook

Wom

an.

5.

Wri

te a

nd d

raw

to re

tell

the

stor

y G

reen

Egg

s and

Ham

, inc

ludi

ng

char

acte

rs, s

ettin

g, a

nd p

robl

em/

reso

lutio

n.

1.

Wri

te a

n in

form

ativ

e pa

ragr

aph

usin

g ev

iden

ce fr

om tw

o di

ffere

nt

sour

ces a

bout

inju

stic

es b

efor

e th

e Ci

vil R

ight

s Act

of 1

964.

2.

Wri

te a

n in

form

ativ

e pa

ragr

aph

desc

ribi

ng M

artin

Lut

her K

ing

Jr.’s

dre

am.

3.

Wri

te a

n ex

plod

ed m

omen

t na

rrat

ive

from

the

poin

t of

view

of R

uby

Brid

ges a

bout

the

inju

stic

es sh

e fa

ced

as sh

e w

alke

d in

to th

e sc

hool

.4.

W

rite

an

expl

oded

mom

ent

narr

ativ

e fr

om th

e po

int o

f vi

ew o

f Rub

y Br

idge

s abo

ut h

er

resp

onse

to in

just

ice

as sh

e st

ops

in th

e m

iddl

e of

the

crow

d.5.

W

rite

an

expl

oded

mom

ent

narr

ativ

e fr

om th

e po

int o

f vie

w

of S

ylvi

a M

ende

z as s

he si

ts in

the

cour

troo

m d

urin

g th

e M

ende

z fa

mily

’s tr

ial.

Writing in Wit & Wisdom • Narrative—Grades K–2 WIT & WISDOM®


Type

3: N

arra

tive

—G

rade

s 3–

5G

rade

3 M

odul

e 3

Gra

de 4

Mod

ule

2G

rade

5 M

odul

e 2

Sum

mar

y of

EO

M

Task

Stud

ents

wri

te a

shor

t nar

rativ

e th

at

desc

ribe

s a m

omen

t fro

m o

ne o

f the

m

odul

e te

xts,

all

of w

hich

exp

lore

the

imm

igra

nt e

xper

ienc

e.

Stud

ents

cre

ate

a su

rviv

al st

ory

by u

sing

kno

wle

dge

built

from

th

e m

odul

e’s t

exts

to e

xpla

in h

ow

to su

rviv

e be

ing

stra

nded

on

a m

ount

ain.

Stud

ents

wri

te a

n ex

plod

ed m

omen

t th

at e

xpan

ds o

n a

scen

e fr

om th

e te

xt

to e

xpre

ss th

eir u

nder

stan

ding

of

wor

dpla

y an

d th

emes

in th

e te

xt.

Form

Poin

t of v

iew

nar

rativ

eES

CAPE

nar

rativ

e w

ith 2

exp

lode

d m

omen

tsEx

plod

ed m

omen

t sce

ne

Wri

ting

M

odel

ESCA

PE

E—Es

tabl

ish

S—Se

ttin

gC—

Char

acte

rsA—

Actio

nP—

Prob

lem

E—En

ding

ESCA

PE

E—Es

tabl

ish

S—Se

ttin

gC—

Char

acte

rsA—

Actio

nP—

Prob

lem

E—En

ding

ESCA

PE

E—Es

tabl

ish

S—Se

ttin

gC—

Char

acte

rsA—

Actio

n (T

he te

rm si

tuat

ion

is u

sed

in th

e m

odul

e.)

P—Pr

oble

m (T

he te

rm c

onfli

ct is

use

d in

the

mod

ule.

)E—

Endi

ng

Writing in Wit & Wisdom • Narrative—Grades 3–5


WIT & WISDOM®

Page 37 of 42

Type

3: N

arra

tive

—G

rade

s 3–

5G

rade

3 M

odul

e 3

Gra

de 4

Mod

ule

2G

rade

5 M

odul

e 2

Cri

teri

a fo

r Su

cces

s

�Es

tabl

ishm

ent o

f the

situ

atio

n or

th

e na

rrat

ive

�In

trod

uctio

n of

the

narr

ator

and

/or

cha

ract

er(s

) �

Even

ts o

rgan

ized

in a

nat

ural

or

der

�A

sens

e of

clo

sure

�Ti

me

wor

ds a

nd p

hras

es to

tell

the

read

er w

hen

even

ts h

appe

n �

Corr

ect u

se o

f dia

logu

e �

Des

crip

tions

of t

he c

hara

cter

’s th

ough

ts, f

eelin

gs, a

nd a

ctio

ns �

Det

ails

abo

ut im

mig

ratio

n an

d fin

ding

a n

ew h

ome

to c

reat

e a

real

istic

fict

iona

l nar

rativ

e

�Tw

o ex

plod

ed m

omen

ts o

f an

inst

ant i

n tim

e el

abor

ated

with

se

nsor

y de

tails

, tho

ught

s, a

nd

thor

ough

snap

shot

s �

Thre

e fa

cts a

bout

a m

ount

aino

us

envi

ronm

ent o

r sur

viva

l te

chni

ques

stud

ents

lear

ned

from

re

adin

g th

e te

xts i

n th

e m

odul

e �

Sens

ory

deta

ils th

at m

ake

the

stor

y se

em b

elie

vabl

e �

Dia

logu

e th

at is

pun

ctua

ted

corr

ectly

and

reve

als t

he a

ttitu

des

of th

e ch

arac

ters

�An

ope

ning

that

esta

blish

es se

tting

, ch

arac

ters

, and

situ

atio

n by

usin

g de

scrip

tive a

nd se

nsor

y lan

guag

e �

Actio

n de

velo

ped

with

dia

logu

e be

twee

n M

ilo a

nd th

e dem

on th

at

acco

mpl

ishes

the f

ollo

win

g: ▫

Esta

blish

es a

confl

ict t

he

char

acte

r fac

es re

late

d to

the

wor

dpla

y of h

is na

me a

nd h

is

role

in J

uste

r’s b

ook

▫D

evel

ops t

he co

nflic

t by s

how

ing

the c

hara

cter

s’ op

posin

g id

eas

and

thei

r res

pons

es to

each

ot

her’s

idea

s ▫

Reso

lves

the c

onfli

ct, w

ith

Milo

shar

ing

impo

rtan

t, re

leva

nt w

isdom

rela

ted

to h

is

expe

rienc

es a

nd th

e sto

ry’s

over

all t

hem

es, a

nd sh

ows t

he

char

acte

r’s re

spon

se to

Milo

’s ne

wfo

und

know

ledg

e �

Dia

logu

e and

des

crip

tion

to

deve

lop

setti

ng a

nd sh

ow

char

acte

rs’ r

espo

nses

to th

e con

flict

�An

endi

ng th

at sh

ows a

n ou

tcom

e or

reso

lutio

n to

the d

emon

’s co

nflic

t and

rein

forc

es a

cent

ral

them

e of T

he P

hant

om T

ollb

ooth

Writing in Wit & Wisdom • Narrative—Grades 3–5 WIT & WISDOM®


Type

3: N

arra

tive

—G

rade

s 3–

5G

rade

3 M

odul

e 3

Gra

de 4

Mod

ule

2G

rade

5 M

odul

e 2

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te a

mul

tiple

-par

agra

ph

expl

anat

ory

essa

y th

at c

ompa

res

and

cont

rast

s tw

o st

orie

s by

Alle

n Sa

y.2.

W

rite

a le

tter

from

an

imm

igra

nt se

eing

the

Stat

ue o

f Li

bert

y fo

r the

firs

t tim

e.3.

In

corp

orat

ing

know

ledg

e of

Th

e K

eepi

ng Q

uilt,

wri

te a

sh

ort n

arra

tive

that

des

crib

es

the

mom

ent w

hen

Patr

icia

’s m

othe

r firs

t tel

ls h

er a

bout

the

impo

rtan

ce o

f the

kee

ping

qui

lt.

1.

Imag

ine

you

are

Mar

got,

one

of th

e ch

arac

ters

from

“All

Sum

mer

in a

Day

,” or

one

of t

he

spea

kers

in “D

ust o

f Sno

w” o

r “S

topp

ing

by W

oods

on

a Sn

owy

Even

ing.

” Wri

te a

n ex

plod

ed

mom

ent t

o de

scri

be w

hat y

ou

are

thin

king

and

feel

ing

duri

ng a

ke

y m

omen

t.2.

Cr

eate

a p

iece

of i

nfor

mat

iona

l w

ritin

g to

acc

ompa

ny a

vis

ual

disp

lay

(pos

ter,

book

let,

vide

o,

or m

ultim

edia

pre

sent

atio

n)

that

teac

hes h

iker

s abo

ut a

m

ount

aino

us e

nvir

onm

ent

and

wha

t mak

es it

ext

rem

e.

Use

text

feat

ures

like

hea

ding

s,

subh

eadi

ngs,

dia

gram

s,

illus

trat

ions

, and

cap

tions

to

help

read

ers u

nder

stan

d th

e in

form

atio

n be

tter

.3.

W

orki

ng in

smal

l gro

ups,

cre

ate

a sh

ort s

kit t

hat e

xplo

res B

rian

’s de

cisi

on a

bout

whe

ther

to h

elp

the

gove

rnm

ent l

earn

from

his

or

deal

.

1.

Wri

te a

n ex

plan

ator

y pa

ragr

aph

to e

xpla

in h

ow w

ords

cre

ate

both

con

fusi

on a

nd h

umor

in

Bud

Abbo

tt a

nd L

ou C

oste

llo’s

com

edy

rout

ine

“Who

’s on

Fi

rst?

”2.

W

rite

a “c

hara

cter

snap

shot

” sc

ene

feat

urin

g M

ilo a

nd

an in

vent

ed c

hara

cter

from

Ab

ando

n El

emen

tary

Sch

ool,

incl

udin

g w

ordp

lay

to d

escr

ibe

both

the

sett

ing

and

the

char

acte

r.3.

W

rite

an

“exp

lode

d m

omen

t”

scen

e fe

atur

ing

Milo

and

an

inve

nted

cha

ract

er fr

om

Aban

don

Elem

enta

ry S

choo

l, in

clud

ing

dial

ogue

sequ

ence

s to

show

con

flict

ing

idea

s bet

wee

n ch

arac

ters

.4.

W

rite

an

expl

anat

ory

para

grap

h to

iden

tify

one

over

arch

ing

them

e in

Nor

ton

Just

er’s

The

Phan

tom

Tol

lboo

th, a

nd e

xpla

in

how

Jus

ter r

evea

ls th

is th

eme

by re

veal

ing

how

the

mai

n ch

arac

ter,

Milo

, cha

nges

from

th

e be

ginn

ing

to e

nd o

f the

st

ory.



WIT & WISDOM®

Page 39 of 42

Type

3: N

arra

tive

—G

rade

s 6–

8G

rade

6 M

odul

e 2

Gra

de 7

Mod

ule

1G

rade

8 M

odul

e 1

Sum

mar

y of

EO

M

Task

Stud

ents

cre

ate

thei

r ow

n m

onom

yths

, wri

te tw

o na

rrat

ive

scen

es fr

om th

eir h

ero’

s jou

rney

, and

us

e te

chno

logy

to p

rese

nt th

eir w

ork.

Stud

ents

wri

te a

n ex

plod

ed m

omen

t na

rrat

ive

that

dem

onst

rate

s how

m

edie

val s

ocie

ty su

ppor

ts o

r lim

its

the

prot

agon

ist’s

iden

tity.

Stud

ents

wri

te th

ree

poem

s tha

t de

mon

stra

te th

e eff

ect o

f des

crip

tive

lang

uage

and

show

the

rela

tions

hip

betw

een

cont

ent a

nd fo

rm.

Form

Mon

omyt

hEx

plod

ed m

omen

t nar

rativ

eN

arra

tive

poet

ry

Wri

ting

M

odel

Four

Req

uire

d Ar

chet

ypes

: �

Her

o �

Men

tor

�Al

ly �

Shad

ow

Five

Req

uire

d St

ages

: �

Call

to A

dven

ture

�

Mee

ting

with

Men

tor

�Te

sts/

Allie

s/En

emie

s �

The

Ord

eal o

r The

Rew

ard

�Th

e R

esur

rect

ion

or R

etur

n w

ith

the

Elix

ir

ESCA

PE

E—Es

tabl

ish

S—Se

ttin

gC—

Char

acte

rsA—

Actio

nP—

Prob

lem

E—En

ding

Poet

ic T

ypes

: �

Ode

�Li

st p

oem

�D

efini

tion

poem

�Fo

und

mat

eria

ls p

oem

�O

ccas

iona

l poe

m



Type

3: N

arra

tive

—G

rade

s 6–

8G

rade

6 M

odul

e 2

Gra

de 7

Mod

ule

1G

rade

8 M

odul

e 1

Cri

teri

a fo

r Su

cces

s

�At

leas

t thr

ee p

arag

raph

s fro

m

anot

her c

hara

cter

’s po

int o

f vie

w �

Cont

ext t

o en

gage

and

ori

ent t

he

read

er a

nd in

trod

uce

the

narr

ator

�A

logi

cal s

eque

nce

of e

vent

s �

Nar

rativ

e te

chni

ques

(dia

logu

e,

paci

ng, d

escr

iptio

n) to

dev

elop

ex

peri

ence

s, e

vent

s, a

nd/o

r ch

arac

ters

. �

Tran

sitio

nal w

ords

or p

hras

es to

si

gnal

shift

s in

time

or se

ttin

g �

Use

of p

reci

se w

ords

and

phr

ases

, de

scri

ptiv

e de

tails

, and

sens

ory

lang

uage

�D

emon

stra

tion

of h

ow m

edie

val

soci

ety

supp

orts

or l

imits

the

prot

agon

ist’s

iden

tity

�U

se o

f dia

logu

e, d

escr

iptiv

e de

tails

, and

sens

ory

lang

uage

to

deve

lop

the

sett

ing,

eve

nts,

and

ch

arac

ters

�D

etai

ls th

at c

lear

ly se

t the

stor

y in

the

Mid

dle

Ages

�A

begi

nnin

g th

at e

stab

lishe

s ch

arac

ter,

poin

t of v

iew

, and

se

ttin

g �

An e

ndin

g th

at p

rovi

des

reso

lutio

n �

An o

rgan

ized

plo

t seq

uenc

e to

su

ppor

t the

read

er in

follo

win

g w

hat i

s hap

peni

ng in

the

stor

y

�Th

ree d

istin

ct p

oetic

type

s �

Back

grou

nd in

form

atio

n ab

out t

he

stor

y in

the c

over

lette

r �

Expl

anat

ion

of th

e rel

atio

nshi

p be

twee

n ea

ch p

oetic

type

and

the

cont

ent o

f the

poe

m in

the c

over

le

tter

�Ev

iden

ce fr

om o

ne in

form

atio

nal

artic

le in

the c

over

lette

r �

Refle

ctio

n on

lear

ning

expr

esse

d in

th

e cov

er le

tter

�Re

spon

se to

all

part

s of t

he p

rom

pt �

A co

ntex

t for

the n

arra

tive

�Ev

ents

org

aniz

ed a

ccor

ding

to a

na

rrat

ive a

rc �

A co

nclu

sion

that

follo

ws f

rom

the

even

ts, p

rovi

ding

reso

lutio

n �

Writ

ing

that

add

ress

es a

sign

ifica

nt

expe

rienc

e �

Des

crip

tion

to d

evel

op ev

ents

and

ex

perie

nces

�D

escr

iptiv

e det

ails

�Se

nsor

y lan

guag

e �

One

to tw

o ex

ampl

es o

f figu

rativ

e la

ngua

ge (m

etap

hor,

simile

, hy

perb

ole)



WIT & WISDOM®

Page 41 of 42

Type

3: N

arra

tive

—G

rade

s 6–

8G

rade

6 M

odul

e 2

Gra

de 7

Mod

ule

1G

rade

8 M

odul

e 1

Focu

sing

Q

uest

ion

Task

s

1.

Wri

te a

n ex

plan

ator

y es

say

synt

hesi

zing

und

erst

andi

ng o

f R

amay

ana:

Div

ine

Loop

hole

by

exp

lain

ing

how

this

text

ill

ustr

ates

the

genr

e ex

pect

atio

ns

of th

e m

onom

yth

as w

ell a

s ho

w it

div

erge

s fro

m th

ose

expe

ctat

ions

.2.

W

rite

an

expl

anat

ory

essa

y in

sy

nthe

sizi

ng u

nder

stan

ding

of

The

Ody

ssey

by

expl

aini

ng h

ow

this

text

illu

stra

tes t

he g

enre

ex

pect

atio

ns o

f the

mon

omyt

h as

w

ell a

s how

it d

iver

ges f

rom

thos

e ex

pect

atio

ns.

3.

Wri

te a

nar

rativ

e sc

ene

of a

t lea

st

thre

e pa

ragr

aphs

that

con

veys

th

e st

ory

of a

n ill

ustr

atio

n fr

om

the

pers

pect

ive

of a

cha

ract

er

othe

r tha

n R

ama

or O

dyss

eus.

4.

Crea

te a

nd p

rese

nt a

five

-min

ute

“ele

vato

r spe

ech”

exp

lain

ing

how

a

fam

iliar

text

is a

n ex

ampl

e of

a

mon

omyt

h, b

eing

sure

to in

clud

e th

e he

ro’s

flaw

or w

eakn

ess a

nd

how

the

hero

ove

rcom

es th

is

obst

acle

to m

ake

life

bett

er fo

r all

peop

le.

1.

Wri

te a

dia

ry e

ntry

from

the

poac

her’s

poi

nt o

f vie

w. I

n it,

the

poac

her s

houl

d re

flect

on

1) h

is

plac

e in

the

soci

al h

iera

rchy

and

2)

how

his

soci

ety

has s

hape

d hi

s id

entit

y.2.

Li

st fo

ur n

arra

tive

elem

ents

or

tech

niqu

es th

at e

xem

plify

w

hat T

he C

ante

rbur

y Ta

les c

an

teac

h re

ader

s abo

ut st

oryt

ellin

g.

Prov

ide

text

ual e

vide

nce

that

ill

ustr

ates

how

The

Can

terb

ury

Tale

s mod

els e

ach

elem

ent o

r te

chni

que.

3.

Use

des

crip

tive

deta

ils to

slow

do

wn

the

paci

ng a

nd “e

xplo

de”

a m

omen

t in

the

life

of A

lyce

, Th

e M

idw

ife’s

Appr

entic

e’s

prot

agon

ist.

1.

Synt

hesi

ze a

n un

ders

tand

ing

of n

arra

tive

form

and

Jos

h’s

iden

tity

in T

he C

ross

over

th

roug

h th

e w

ritin

g an

d an

alys

is

of a

n or

igin

al li

st p

oem

, usi

ng

desc

ript

ive

and

sens

ory

lang

uage

.2.

W

rite

thre

e To

SEEC

(i.

e., a

par

agra

ph c

onta

inin

g a

Topi

c St

atem

ent,

Evid

ence

, El

abor

atio

n, a

nd a

Con

clud

ing

Stat

emen

t) p

arag

raph

s tha

t co

mpa

re a

nd c

ontr

ast t

he c

onte

nt

and

form

of t

wo

poem

s fro

m T

he

Cros

sove

r.3.

W

rite

, per

form

, and

reco

rd a

de

finiti

on p

oem

that

exp

ress

es a

n un

ders

tand

ing

of th

e re

latio

nshi

p be

twee

n fo

rm, c

onte

nt, a

nd

poet

ic p

erfo

rman

ce.

4.

Wri

te a

thes

is st

atem

ent a

nd tw

o To

SEEC

par

agra

phs t

hat e

xam

ine

idea

s abo

ut th

e po

wer

of s

tori

es

in tw

o in

form

atio

nal t

exts

.



Documents

Writing in Wit & Wisdom