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6th Grade Writing Curriculum Map
                                                                Isaac School District No. 5
                                                                                           PREAMBLE
                                                                   These POs will be integrated throughout the year:
   AZ                                                                                Essential Learning
Standard                               Knowledge                                                                                         Skills
                 PREWRITING                                                         Generate ideas through a variety of activities (e.g., prior knowledge, discussion with
S1C1PO1          Ideas                                                              others, printed material or other sources).

                                                                                    Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to
S1C1PO2          Purpose                                                            explain) of an intended writing piece.

                                                                                    Determine the intended audience of a writing piece.
S1C1PO3          Intended Audience
                                                                                    Establish a central idea appropriate to the type of writing.
S1C1PO4          Central idea
                                                                                    Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web,
S1C1PO5          Organizational Strategies                                          story map, plot, pyramid) to plan writing.

S1C1PO6          Writing records                                                    Maintain a record (e.g., lists, journal, folder, notebook) of writing ideas.

S1C1PO7          Time management                                                    Use time management strategies, when appropriate, to produce a writing product
                                                                                    within a set time period.
                 DRAFTING
S1C2PO1          Prewriting plan with main idea and supporting                      Use a prewriting plan to develop a draft with main idea(s) and supporting details.
                 details
S1C2PO2          Logical sequence                                                   Organize writing into a logical sequence that is clear to the audience.
                 REVISING                                                           Evaluate the draft for use of ideas and content, organization, voice, word choice, and
S1C3PO1          Evaluation of draft                                                sentence fluency.

S1C3PO2          Story details                                                      Add details to the draft to more effectively accomplish the purpose.

S1C3PO3          Irrelevant and redundant information                               Delete irrelevant and/or redundant information from the draft to more effectively
                                                                                    accomplish the purpose.

  PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
  *           = POs previously introduced                                  Bold = Priority PO                                                                                       1
  Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                          Isaac School District
  Underlining = Cognitive rigor                                                                                                                                      10-13-2010
6th Grade Writing Curriculum Map
                                                                Isaac School District No. 5
                                                                                          PREAMBLE
   AZ                                  Knowledge                                                                                         Skills
Standard
                 REVISING                                                           Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the
S1C3PO4                                                                             writing style.

S1C3PO6          Simple and compound sentences                                      Use a variety of sentence structures (i.e., simple, compound) to improve sentence
                                                                                    fluency in the draft.
S1C3PO7          Tools or strategies for refinement                                 Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
                                                                                    draft.
S1C3PO8          Resources and reference materials                                  Use resources and reference materials to select more precise vocabulary.
S1C4PO2          Resources                                                          Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct
                                                                                    conventions.
                 EDITING/CONVENTIONS                                                Identify punctuation, spelling, and grammar and usage errors in the draft.
S1C4PO1          Convention errors
                                                                                    Apply proofreading marks to indicate errors in conventions.
S1C4PO3          Proofreading marks
                                                                                    Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the
S1C4PO4          Tools or strategies to edit                                        draft.
                                                                                    Use capital letters correctly for:
S2C6PO1          Capital letters
                                                                                        a. proper nouns:
                                                                                                • holidays
                                                                                                • product names
                                                                                                • languages
                                                                                                • historical events
                                                                                                • organizations
                                                                                                • academic courses (e.g., algebra/Algebra I)
                                                                                                • place
                                                                                                • regional names (e.g., West Coast)


  PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
  *           = POs previously introduced                                  Bold = Priority PO                                                                                       2
  Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                          Isaac School District
  Underlining = Cognitive rigor                                                                                                                                      10-13-2010
6th Grade Writing Curriculum Map
                                                                Isaac School District No. 5
   AZ                                                                                    PREAMBLE
Standard
                                      Knowledge                                                                                           Skills
                 EDITING/CONVENTIONS
                                                                                         b.    words used as names (e.g., Grandpa, Aunt Lyn)
                                                                                         c.    literary titles (i.e., story, poem, play, song)
                                                                                         d.    titles
                                                                                         e.    abbreviations
                                                                                         f.    proper adjectives

S2C6PO7          High frequency words                                               Spell high frequency words correctly.

S2C6PO9          Homonyms                                                           Use homonyms correctly in context.

S2C6P10          Resources for spelling                                             Use resources to spell correctly.

S2C6PO13         Subject/verb agreement                                             Use subject/verb agreement in simple and compound sentences.
                 PUBLISHING                                                         Prepare writing in a format (e.g., oral presentation, manuscript, multimedia)
S1C5PO1          Appropriate format for audience and purpose                        appropriate to audience and purpose.

S1C5PO2          Margins and spacing                                                Use margins and spacing to enhance the final product.

S1C5PO3          Graphics                                                           Use graphic (e.g., drawings, charts, graphs), when applicable, to enhance the final
                                                                                    product.

S1C5PO4          Legible handwriting                                                Write legibly.
                 LITERARY RESPONSE                                                  Write a response to literature that:
S3C5PO1          Writing response                                                       a. presents several clear ideas
                                                                                        b. supports inferences and conclusions with examples from the text, personal
                                                                                             experience, references to other works, or reference to non-print media
                                                                                        c. relates own ideas to supporting details in a
                                                                                            clear and logical manner



  PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
  *           = POs previously introduced                                  Bold = Priority PO                                                                                       3
  Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                          Isaac School District
  Underlining = Cognitive rigor                                                                                                                                      10-13-2010
6th Grade Writing Curriculum Map
                                                                     Isaac School District No. 5
Quarter : 1
Unit Name and Description: Narrative Writing

Cluster: 1
Big Ideas/Enduring Understandings                                                                           Essential Question(s)

Narratives are based on imagined or real events, observations or memories.                                  Why does a strong beginning in a story draw a reader’s attention?

In a story, a strong beginning can capture a reader’s interest.                                             What clues help you figure out the intended message of an author?

Using appropriate language helps readers comprehend a story.                                                Why is it important to add details to your writing?

     AZ                                                                  Essential Learning                                                                         Key               Summative
  Standard                         Knowledge                                                                Skills                                               Vocabulary           Assessment
S3C1PO1               Narrative Writing                               Write a narrative that includes:                                                         Narrative
                                                                         a) an engaging plot based on imagined or real ideas,
                                                                                                                                                               Plot
                                                                             observations, or memories of an event or experience
                                                                         b) effectively developed characters                                                   Imagined
                                                                         c) a clearly described setting                                                        Observation
                                                                         d) dialogue, as appropriate                                                           Memories
                                                                         e). figurative language, or descriptive words                                         Setting
                                                                             and phrases to enhance style and tone.
                                                                                                                                                               Dialogue
S2C1PO2               Content and details                             Provide content and selected details that are well suited to                             Figurative
                                                                      audience and purpose.                                                                    language
                                                                                                                                                               Descriptive
S2C2PO2               Story Beginning                                 Develop a strong beginning or introduction that draws in the                             Style
                                                                      reader.




       PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
       *           = POs previously introduced                                  Bold = Priority PO                                                                                         4
       Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
       Underlining = Cognitive rigor                                                                                                                                        10-13-2010
6th Grade Writing Curriculum Map
                                                                  Isaac School District No. 5
S2C2PO6        Story Ending                                        Create an ending that provides a sense of resolution or                               Tone
                                                                   closure.
                                                                                                                                                         Audience
                                                                                                                                                         Resolution
S2C3PO1        Writing audience                                    Show awareness of the audience through word choice and
                                                                   style.                                                                                Closure
                                                                                                                                                         Topic
S2C4PO1        Accurate, specific and powerful                     Use accurate, specific, powerful words that effectively convey                        Purpose
               words                                               the intended message.                                                                 Accurate
                                                                                                                                                         Specific
S2C5PO1        Simple and compound sentences                       Write simple and compound sentences.
                                                                                                                                                         Powerful
                                                                                                                                                         Effectively
                                                                                                                                                         Convey
                                                                                                                                                         Simple sentences
                                                                                                                                                         Compound
                                                                                                                                                         sentences
                                                                                                                                                         Proper noun
                                                                                                                                                         Title
                                                                                                                                                         Abbreviation
                                                                                                                                                         Proper adjective




    PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
    *           = POs previously introduced                                  Bold = Priority PO                                                                                         5
    Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
    Underlining = Cognitive rigor                                                                                                                                        10-13-2010
6th Grade Writing Curriculum Map
                                                                    Isaac School District No. 5
Quarter: 2
Unit Name and Description: Summary

Cluster: 2
Big Ideas/Enduring Understandings                                                                       Essential Question(s)

Summaries include a topic sentence, supporting details, and relevant                                    How does redundant or irrelevant information affect a summary?
information.
                                                                                                        What are the essential elements of a summary?
A summary is a form of expository writing.
                                                                                                        Why are these elements necessary when writing a summary?
A well written summary contains only relevant details.
                                                                                                        When writing a summary, what should the writer first be able to do?
Summaries are a synopsis, a shorter version of an original, and written in your
own words.
   AZ                                                                Essential Learning                                                                           Key                Summative
Standard                        Knowledge                                                                 Skills                                               Vocabulary            Assessment
S3C2PO2           Summary                                            Write a summary based on the information gathered that                                 Topic
                                                                     include(s):                                                                            Purpose
                                                                         a. a topic sentence
                                                                                                                                                            Summary
                                                                         b. supporting details
                                                                         c. relevant information                                                            Topic sentence
                                                                                                                                                            Supporting details
S3C2PO1           Information                                        Record information (e.g., observations, notes, lists, charts,
                                                                                                                                                            Relevant
                                                                     map labels and legends) related to the topic.
                                                                                                                                                            Information
S2C2PO3           Details                                            Place details appropriately to support the main idea.                                  Observation
                                                                                                                                                            Chart
S1C3PO3           Irrelevant and redundant                           Delete irrelevant and/or redundant information from the draft                          Map labels
                  information                                        to more effectively accomplish the purpose.                                            Legend


      PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
      *           = POs previously introduced                                  Bold = Priority PO                                                                                          6
      Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                             Isaac School District
      Underlining = Cognitive rigor                                                                                                                                         10-13-2010
6th Grade Writing Curriculum Map
                                                                  Isaac School District No. 5
S1C3PO5         Transitional words                                 Add transitional words, phrases and/or sentences to clarify                            Main idea
                                                                   meaning or enhance the writing style.
                                                                                                                                                          Relevant
S2C1PO1         Ideas and details                                  Use clear, focused ideas and details to support the topic.                             Irrelevant
                                                                                                                                                          Transitional words
                                                                                                                                                          Sufficient
S2C1PO3         Explanation or exploration of topic                Develop a sufficient explanation or exploration of the topic.                          explanation
                                                                                                                                                          Exploration




    PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
    *           = POs previously introduced                                  Bold = Priority PO                                                                                          7
    Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                             Isaac School District
    Underlining = Cognitive rigor                                                                                                                                         10-13-2010
6th Grade Writing Curriculum Map
                                                                    Isaac School District No. 5

Quarter: 2
Unit Name and Description: Expressive Writing

Cluster: 3
Big Ideas/Enduring Understandings                                                                       Essential Question(s)

Writing can be expressive.                                                                              What type of expressive writing have you read?

Varied sentences enhance writing.                                                                       How might a writer vary sentences to enhance writing?

Literal and figurative language should be use appropriately.                                            When is it appropriate to use figurative language?

Dialogue enhances expressive writing.                                                                   When is it appropriate to use literal language?
   AZ                                                                Essential Learning                                                                           Key               Summative
Standard                        Knowledge                                                                 Skills                                               Vocabulary           Assessment
S3C1PO2           Expressive Forms                                   Write in a variety of expressive forms (e.g., poetry, skit)                            Expressive writing
                                                                     that, according to mode, employ:
                                                                                                                                                            Poetry
                                                                     a. figurative language
                                                                     b. rhythm                                                                              Skit
                                                                     c. dialogue                                                                            Figurative
                                                                     d. characterization                                                                    language
                                                                     e. plot                                                                                Rhythm
                                                                     f. appropriate format                                                                  Dialogue
S2C4PO4           Literal and figurative language                                                                                                           Characterization
                                                                     Use literal and figurative language where appropriate to
                                                                     purpose.                                                                               Plot
                                                                                                                                                            Appropriate format
                                                                                                                                                            Literal




      PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
      *           = POs previously introduced                                  Bold = Priority PO                                                                                         8
      Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
      Underlining = Cognitive rigor                                                                                                                                        10-13-2010
6th Grade Writing Curriculum Map
                                                                  Isaac School District No. 5

S2C5PO3        Sentence beginnings, lengths, and                   Vary sentence beginnings, lengths, and patterns to enhance                            Beginning
               patterns                                            the flow of the writing.                                                              Lengths
                                                                                                                                                         Patterns
S2C5PO4        Dialogue                                            Use effective and natural dialogue when appropriate.                                  Quotation marks
                                                                                                                                                         Short works
S2C3PO3        Voice                                               Use language appropriate for the topic and purpose.
                                                                                                                                                         Sources
C2C6PO3        Quotation marks                                     Use quotation marks to punctuate:                                                     Topic
                                                                                                                                                         Purpose
                                                                   a. dialogue
                                                                                                                                                         Quotation marks
                                                                   b. titles of short works (e.g., chapter, story, article,
                                                                      song, poem)                                                                        Punctuation
                                                                   c. exact words from sources




    PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
    *           = POs previously introduced                                  Bold = Priority PO                                                                                         9
    Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
    Underlining = Cognitive rigor                                                                                                                                        10-13-2010
6th Grade Writing Curriculum Map
                                                                    Isaac School District No. 5

Quarter: 3
Unit Name and Description: Functional Writing

Cluster: 4
Big Ideas/Enduring Understandings                                                                       Essential Question(s)

Functional text is an integral part of our daily lives.                                                 Why is it important to be able to interpret specific information in functional
                                                                                                        text?
Letters follow a specific format.
                                                                                                        What are the parts of a friendly letter? How are they properly used?
Good writers use the structure that fits the type of writing.
                                                                                                        What should a formal letter include?
   AZ                                                                Essential Learning                                                                           Key                Summative
Standard                        Knowledge                                                                 Skills                                               Vocabulary            Assessment
S3C3PO1           Functional Writing                                  Write a variety of functional texts (e.g., directions,                                Functional text
                                                                     recipes, procedures, rubrics, labels, posters,
                                                                                                                                                            Directions
                                                                     graphs/tables).
                                                                                                                                                            Recipes
S3C3PO3           Friendly letter                                    Write a friendly letter that includes a:                                               Procedures
                                                                     a. heading                                                                             Rubrics
                                                                     b. salutation
                                                                     c. body                                                                                Labels
                                                                     d. closing                                                                             Posters
                                                                     e. signature                                                                           Graphs




      PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
      *           = POs previously introduced                                  Bold = Priority PO                                                                                         10
      Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                             Isaac School District
      Underlining = Cognitive rigor                                                                                                                                         10-13-2010
6th Grade Writing Curriculum Map
                                                                  Isaac School District No. 5
S3C3PO4        Formal letter                                       Write a formal letter that follows a conventional business                            Tables
                                                                   letter format.                                                                        Friendly letter
S3C3PO5        Address an envelope                                 Address an envelope for correspondence that includes:                                 Heading
                                                                   a. an appropriate return address
                                                                   b. an appropriate recipient address                                                   Salutation
                                                                                                                                                         Body
S2C2PO1        Writing structure                                   Use a structure that fits the type of writing (e.g., letter format,                   Closing
                                                                   narrative, play, essay).                                                              Signature
                                                                                                                                                         Formal letter
S2C3PO2        Sense of identity                                   Convey a sense of identity through originality, sincerity,                            Envelope
                                                                   liveliness, or humor appropriate to the topic and type of                             Return address
                                                                   writing.                                                                              Recipient address
S2C6PO2        Commas                                              Use commas to correctly punctuate:                                                    Letter format
                                                                   a. items in a series                                                                  Sincerity
                                                                   b. greetings and closings of letters                                                  Liveliness
                                                                   c. introductory words                                                                 Humor
                                                                   d. direct address                                                                     Commas
                                                                   e. interrupters                                                                       Direct address
                                                                   f. compound sentences                                                                 Interrupters
                                                                                                                                                         Compound
S2C6PO4        Italics and underlining                             Use italics (in typed copy) and underlining (in handwriting) to                       sentences
                                                                   indicate titles of longer works (e.g., books, plays, magazines,                       Italics
                                                                   movies, TV series).                                                                   Colons
S2C6PO5        Colons                                              Use colons to punctuate business letter salutations.




    PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
    *           = POs previously introduced                                  Bold = Priority PO                                                                                        11
    Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
    Underlining = Cognitive rigor                                                                                                                                        10-13-2010
6th Grade Writing Curriculum Map
                                                                    Isaac School District No. 5
Quarter: 3
Unit Name and Description: Persuasive Writing

Cluster: 5
Big Ideas/Enduring Understandings                                                                       Essential Question(s)

Persuasive text attempts to influence the reader.                                                       How do words influence our thinking?

Persuasive text is usually written in the opinion of the writer.                                        How can you write to change a person’s thinking?

Advertisements, commercials on television and political campaign posters are                            What is the importance of voice and word choice in persuasive writing?
all examples of persuasive text.
                                                                                                        How does the media (newspapers, magazines, television, radio, etc…)
Words can influence our thinking.                                                                       persuade you to think the way they want you to think?

An effective persuasive paper has opinion backed up by facts.
   AZ                                                                Essential Learning                                                                           Key                Summative
Standard                        Knowledge                                                                 Skills                                               Vocabulary            Assessment
S3C4PO1           Persuasive writing                                 Write persuasive text (e.g., essay, paragraph, written                                 Persuasive
                                                                     communications) that:
                                                                                                                                                            Essay
                                                                     a. establishes and develops a controlling idea
                                                                     b. supports arguments with detailed evidence                                           Paragraph
                                                                     c. includes persuasive techniques                                                      Written
                                                                     d. excludes irrelevant information                                                     communication
S2C6PO11          Paragraph breaks                                   Use paragraph breaks to indicate an organizational structure.                          Controlling idea
                                                                                                                                                            Arguments
S2C1PO4           Details                                            Include ideas and details that show original perspective.                              Evidence
                                                                                                                                                            Techniques
                                                                                                                                                            Irrelevant
                                                                                                                                                            Paragraph breaks


      PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
      *           = POs previously introduced                                  Bold = Priority PO                                                                                        12
      Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
      Underlining = Cognitive rigor                                                                                                                                        10-13-2010
6th Grade Writing Curriculum Map
                                                                  Isaac School District No. 5

*S2C3PO3       Language                                            Use language appropriate for the topic and purpose.                                   Appropriate
                                                                                                                                                         language
                                                                                                                                                         Topic
S2C3PO4        Voice                                               Choose appropriate voice (e.g., formal, informal) for the
                                                                   audience and purpose.                                                                 Purpose
                                                                                                                                                         Appropriate voice
S2C4PO2        Words and phrases                                   Use words and phrases that consistently support style and type                        Formal
                                                                   of writing.                                                                           Informal
                                                                                                                                                         Audience
S2C4PO3        Vocabulary                                          Use vocabulary that is original, varied, and natural.
                                                                                                                                                         Phrases
                                                                                                                                                         Style
S2C5PO2        Sentences                                           Write sentences that flow together and sound natural when                             Vocabulary
                                                                   read aloud.                                                                           Natural
                                                                                                                                                         Flow
S2C6PO6        Apostrophes                                         Use apostrophes to punctuate:                                                         Natural
                                                                       a. contractions                                                                   Apostrophes
                                                                       b. singular possessives                                                           Contractions
S2C6PO8        Patterns/Generalizations                            Use common spelling patterns/generalizations to spell words                           Singular
                                                                   correctly.                                                                            possessives

S2C6PO12       Parts of Speech                                     Use the following parts of speech correctly in simple
                                                                   sentences:
                                                                       a. nouns
                                                                       b. action/linking verbs
                                                                       c. personal pronouns
                                                                       d. adjectives
                                                                       e. adverbs
                                                                       f. conjunctions
                                                                       g. prepositions
                                                                       h. interjections



    PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
    *           = POs previously introduced                                  Bold = Priority PO                                                                                        13
    Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
    Underlining = Cognitive rigor                                                                                                                                        10-13-2010
6th Grade Writing Curriculum Map
                                                                     Isaac School District No. 5
Quarter: 4                                       The POs in the following cluster(s) are 6th Grade Performance Objectives
Unit Name and Description: Process Essay

Cluster: 6
Big Ideas/Enduring Understandings                                                                        Essential Question(s)

Process essays include a thesis statement, supporting details, introduction,                             What can a writer to do draw in the attention of the reader?
body, and conclusion.
                                                                                                         How can the use of organizational strategies help you in planning an
A process essay is a form of expository writing.                                                         explanatory essay?

It is essential to choose an appropriate topic and support it with a substantial                         What is the purpose of using transition words within an essay?
amount of details.
   AZ                                                                 Essential Learning                                                                            Key                   Summative
Standard                         Knowledge                                                                 Skills                                                Vocabulary               Assessment
S3C2PO3           Process essay                                       Write a process essay that includes:                                                   Process essay
                                                                          a. a thesis statement
                                                                                                                                                             Thesis statement
                                                                          b. supporting details
                                                                                                                                                             Supporting details
                                                                          c. introductory, body, and concluding paragraphs
*S2C2PO2          Story Beginning                                     Develop a strong beginning or introduction that draws in the                           Introduction
                                                                      reader.                                                                                Body
S1C1PO5           Organizational strategies                           Use organizational strategies (e.g., outline, chart, table, graph,                     Concluding
                                                                      Venn Diagram, web, story map, plot, pyramid) to plan                                   paragraph
                                                                      writing.                                                                               Organization plan
S1C1PO4           Central idea                                        Establish a central idea appropriate to the type of writing.
                                                                                                                                                             Central idea
                                                                                                                                                             Transitions

S2C2PO4           Transitions                                         Include effective transitions among all elements (sentences,
                                                                      paragraphs, ideas).

       PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
       *           = POs previously introduced                                  Bold = Priority PO                                                                                            14
       Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                                Isaac School District
       Underlining = Cognitive rigor                                                                                                                                            10-13-2010
6th Grade Writing Curriculum Map
                                                                  Isaac School District No. 5
S2C2PO5        Paragraphs                                          Construct paragraphs by arranging sentences with an
                                                                   organizing principle (e.g. to develop a topic, to indicate a
                                                                   chronology).




    PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
    *           = POs previously introduced                                  Bold = Priority PO                                                                                      15
    Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                          Isaac School District
    Underlining = Cognitive rigor                                                                                                                                      10-13-2010
6th Grade Writing Curriculum Map
                                                                    Isaac School District No. 5
Quarter: 4                                     The POs in the following cluster(s) are 6th Grade Performance Objectives
Unit Name and Description: Research Writing

Cluster: 7
Big Ideas/Enduring Understandings                                                                       Essential Question(s)

Research writing is used to explain a topic.                                                            What organizational strategies can writers use to pull together the information
                                                                                                        gathered in research to create a final product?
Reading a variety of reference materials gives the writer a chance to organize
a piece of writing in their own words.                                                                  What are the essential parts of a research paper?

                                                                                                        How do good readers and writers use the research process to find and share
                                                                                                        information?

   AZ                                                                Essential Learning                                                                           Key               Summative
Standard                        Knowledge                                                                 Skills                                               Vocabulary           Assessment
S3C6PO2           Informational report                               Write an informational report that includes:                                           Topic
                                                                        a. a focused topic                                                                  Facts
                                                                        b. appropriate facts and relevant details                                           References
                                                                        c. a logical sequence                                                               Logical sequence
                                                                        d. a concluding statement                                                           Summary
                                                                        e. a list of sources used                                                           Encyclopedias
S3C6PO1           Summary                                            Write a summary of information from sources (e.g.                                      Websites
                                                                     encyclopedias, websites, experts) that includes:
                                                                                                                                                            Experts
                                                                        a. Paraphrasing to convey ideas and details from the
                                                                                                                                                            Paraphrasing
                                                                             source
                                                                                                                                                            Main Idea
                                                                        b. main idea(s) and relevant details
                                                                                                                                                            Relevant details




      PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
      *           = POs previously introduced                                  Bold = Priority PO                                                                                        16
      Italics     = POs taught at earlier grade level                          [ ]  = Increased Skill Rigor                                                            Isaac School District
      Underlining = Cognitive rigor                                                                                                                                        10-13-2010

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Sixth Grade Writing Curriculum Map

  • 1. 6th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential Learning Standard Knowledge Skills PREWRITING Generate ideas through a variety of activities (e.g., prior knowledge, discussion with S1C1PO1 Ideas others, printed material or other sources). Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to S1C1PO2 Purpose explain) of an intended writing piece. Determine the intended audience of a writing piece. S1C1PO3 Intended Audience Establish a central idea appropriate to the type of writing. S1C1PO4 Central idea Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, S1C1PO5 Organizational Strategies story map, plot, pyramid) to plan writing. S1C1PO6 Writing records Maintain a record (e.g., lists, journal, folder, notebook) of writing ideas. S1C1PO7 Time management Use time management strategies, when appropriate, to produce a writing product within a set time period. DRAFTING S1C2PO1 Prewriting plan with main idea and supporting Use a prewriting plan to develop a draft with main idea(s) and supporting details. details S1C2PO2 Logical sequence Organize writing into a logical sequence that is clear to the audience. REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, and S1C3PO1 Evaluation of draft sentence fluency. S1C3PO2 Story details Add details to the draft to more effectively accomplish the purpose. S1C3PO3 Irrelevant and redundant information Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 1 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 2. 6th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge Skills Standard REVISING Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the S1C3PO4 writing style. S1C3PO6 Simple and compound sentences Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft. S1C3PO7 Tools or strategies for refinement Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft. S1C3PO8 Resources and reference materials Use resources and reference materials to select more precise vocabulary. S1C4PO2 Resources Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions. EDITING/CONVENTIONS Identify punctuation, spelling, and grammar and usage errors in the draft. S1C4PO1 Convention errors Apply proofreading marks to indicate errors in conventions. S1C4PO3 Proofreading marks Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the S1C4PO4 Tools or strategies to edit draft. Use capital letters correctly for: S2C6PO1 Capital letters a. proper nouns: • holidays • product names • languages • historical events • organizations • academic courses (e.g., algebra/Algebra I) • place • regional names (e.g., West Coast) PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 2 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 3. 6th Grade Writing Curriculum Map Isaac School District No. 5 AZ PREAMBLE Standard Knowledge Skills EDITING/CONVENTIONS b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (i.e., story, poem, play, song) d. titles e. abbreviations f. proper adjectives S2C6PO7 High frequency words Spell high frequency words correctly. S2C6PO9 Homonyms Use homonyms correctly in context. S2C6P10 Resources for spelling Use resources to spell correctly. S2C6PO13 Subject/verb agreement Use subject/verb agreement in simple and compound sentences. PUBLISHING Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) S1C5PO1 Appropriate format for audience and purpose appropriate to audience and purpose. S1C5PO2 Margins and spacing Use margins and spacing to enhance the final product. S1C5PO3 Graphics Use graphic (e.g., drawings, charts, graphs), when applicable, to enhance the final product. S1C5PO4 Legible handwriting Write legibly. LITERARY RESPONSE Write a response to literature that: S3C5PO1 Writing response a. presents several clear ideas b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media c. relates own ideas to supporting details in a clear and logical manner PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 3 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 4. 6th Grade Writing Curriculum Map Isaac School District No. 5 Quarter : 1 Unit Name and Description: Narrative Writing Cluster: 1 Big Ideas/Enduring Understandings Essential Question(s) Narratives are based on imagined or real events, observations or memories. Why does a strong beginning in a story draw a reader’s attention? In a story, a strong beginning can capture a reader’s interest. What clues help you figure out the intended message of an author? Using appropriate language helps readers comprehend a story. Why is it important to add details to your writing? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO1 Narrative Writing Write a narrative that includes: Narrative a) an engaging plot based on imagined or real ideas, Plot observations, or memories of an event or experience b) effectively developed characters Imagined c) a clearly described setting Observation d) dialogue, as appropriate Memories e). figurative language, or descriptive words Setting and phrases to enhance style and tone. Dialogue S2C1PO2 Content and details Provide content and selected details that are well suited to Figurative audience and purpose. language Descriptive S2C2PO2 Story Beginning Develop a strong beginning or introduction that draws in the Style reader. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 4 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 5. 6th Grade Writing Curriculum Map Isaac School District No. 5 S2C2PO6 Story Ending Create an ending that provides a sense of resolution or Tone closure. Audience Resolution S2C3PO1 Writing audience Show awareness of the audience through word choice and style. Closure Topic S2C4PO1 Accurate, specific and powerful Use accurate, specific, powerful words that effectively convey Purpose words the intended message. Accurate Specific S2C5PO1 Simple and compound sentences Write simple and compound sentences. Powerful Effectively Convey Simple sentences Compound sentences Proper noun Title Abbreviation Proper adjective PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 5 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 6. 6th Grade Writing Curriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Summary Cluster: 2 Big Ideas/Enduring Understandings Essential Question(s) Summaries include a topic sentence, supporting details, and relevant How does redundant or irrelevant information affect a summary? information. What are the essential elements of a summary? A summary is a form of expository writing. Why are these elements necessary when writing a summary? A well written summary contains only relevant details. When writing a summary, what should the writer first be able to do? Summaries are a synopsis, a shorter version of an original, and written in your own words. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C2PO2 Summary Write a summary based on the information gathered that Topic include(s): Purpose a. a topic sentence Summary b. supporting details c. relevant information Topic sentence Supporting details S3C2PO1 Information Record information (e.g., observations, notes, lists, charts, Relevant map labels and legends) related to the topic. Information S2C2PO3 Details Place details appropriately to support the main idea. Observation Chart S1C3PO3 Irrelevant and redundant Delete irrelevant and/or redundant information from the draft Map labels information to more effectively accomplish the purpose. Legend PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 6 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 7. 6th Grade Writing Curriculum Map Isaac School District No. 5 S1C3PO5 Transitional words Add transitional words, phrases and/or sentences to clarify Main idea meaning or enhance the writing style. Relevant S2C1PO1 Ideas and details Use clear, focused ideas and details to support the topic. Irrelevant Transitional words Sufficient S2C1PO3 Explanation or exploration of topic Develop a sufficient explanation or exploration of the topic. explanation Exploration PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 7 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 8. 6th Grade Writing Curriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Expressive Writing Cluster: 3 Big Ideas/Enduring Understandings Essential Question(s) Writing can be expressive. What type of expressive writing have you read? Varied sentences enhance writing. How might a writer vary sentences to enhance writing? Literal and figurative language should be use appropriately. When is it appropriate to use figurative language? Dialogue enhances expressive writing. When is it appropriate to use literal language? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO2 Expressive Forms Write in a variety of expressive forms (e.g., poetry, skit) Expressive writing that, according to mode, employ: Poetry a. figurative language b. rhythm Skit c. dialogue Figurative d. characterization language e. plot Rhythm f. appropriate format Dialogue S2C4PO4 Literal and figurative language Characterization Use literal and figurative language where appropriate to purpose. Plot Appropriate format Literal PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 8 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 9. 6th Grade Writing Curriculum Map Isaac School District No. 5 S2C5PO3 Sentence beginnings, lengths, and Vary sentence beginnings, lengths, and patterns to enhance Beginning patterns the flow of the writing. Lengths Patterns S2C5PO4 Dialogue Use effective and natural dialogue when appropriate. Quotation marks Short works S2C3PO3 Voice Use language appropriate for the topic and purpose. Sources C2C6PO3 Quotation marks Use quotation marks to punctuate: Topic Purpose a. dialogue Quotation marks b. titles of short works (e.g., chapter, story, article, song, poem) Punctuation c. exact words from sources PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 9 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 10. 6th Grade Writing Curriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Functional Writing Cluster: 4 Big Ideas/Enduring Understandings Essential Question(s) Functional text is an integral part of our daily lives. Why is it important to be able to interpret specific information in functional text? Letters follow a specific format. What are the parts of a friendly letter? How are they properly used? Good writers use the structure that fits the type of writing. What should a formal letter include? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C3PO1 Functional Writing Write a variety of functional texts (e.g., directions, Functional text recipes, procedures, rubrics, labels, posters, Directions graphs/tables). Recipes S3C3PO3 Friendly letter Write a friendly letter that includes a: Procedures a. heading Rubrics b. salutation c. body Labels d. closing Posters e. signature Graphs PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 10 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 11. 6th Grade Writing Curriculum Map Isaac School District No. 5 S3C3PO4 Formal letter Write a formal letter that follows a conventional business Tables letter format. Friendly letter S3C3PO5 Address an envelope Address an envelope for correspondence that includes: Heading a. an appropriate return address b. an appropriate recipient address Salutation Body S2C2PO1 Writing structure Use a structure that fits the type of writing (e.g., letter format, Closing narrative, play, essay). Signature Formal letter S2C3PO2 Sense of identity Convey a sense of identity through originality, sincerity, Envelope liveliness, or humor appropriate to the topic and type of Return address writing. Recipient address S2C6PO2 Commas Use commas to correctly punctuate: Letter format a. items in a series Sincerity b. greetings and closings of letters Liveliness c. introductory words Humor d. direct address Commas e. interrupters Direct address f. compound sentences Interrupters Compound S2C6PO4 Italics and underlining Use italics (in typed copy) and underlining (in handwriting) to sentences indicate titles of longer works (e.g., books, plays, magazines, Italics movies, TV series). Colons S2C6PO5 Colons Use colons to punctuate business letter salutations. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 11 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 12. 6th Grade Writing Curriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Persuasive Writing Cluster: 5 Big Ideas/Enduring Understandings Essential Question(s) Persuasive text attempts to influence the reader. How do words influence our thinking? Persuasive text is usually written in the opinion of the writer. How can you write to change a person’s thinking? Advertisements, commercials on television and political campaign posters are What is the importance of voice and word choice in persuasive writing? all examples of persuasive text. How does the media (newspapers, magazines, television, radio, etc…) Words can influence our thinking. persuade you to think the way they want you to think? An effective persuasive paper has opinion backed up by facts. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C4PO1 Persuasive writing Write persuasive text (e.g., essay, paragraph, written Persuasive communications) that: Essay a. establishes and develops a controlling idea b. supports arguments with detailed evidence Paragraph c. includes persuasive techniques Written d. excludes irrelevant information communication S2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure. Controlling idea Arguments S2C1PO4 Details Include ideas and details that show original perspective. Evidence Techniques Irrelevant Paragraph breaks PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 12 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 13. 6th Grade Writing Curriculum Map Isaac School District No. 5 *S2C3PO3 Language Use language appropriate for the topic and purpose. Appropriate language Topic S2C3PO4 Voice Choose appropriate voice (e.g., formal, informal) for the audience and purpose. Purpose Appropriate voice S2C4PO2 Words and phrases Use words and phrases that consistently support style and type Formal of writing. Informal Audience S2C4PO3 Vocabulary Use vocabulary that is original, varied, and natural. Phrases Style S2C5PO2 Sentences Write sentences that flow together and sound natural when Vocabulary read aloud. Natural Flow S2C6PO6 Apostrophes Use apostrophes to punctuate: Natural a. contractions Apostrophes b. singular possessives Contractions S2C6PO8 Patterns/Generalizations Use common spelling patterns/generalizations to spell words Singular correctly. possessives S2C6PO12 Parts of Speech Use the following parts of speech correctly in simple sentences: a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjections PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 13 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 14. 6th Grade Writing Curriculum Map Isaac School District No. 5 Quarter: 4 The POs in the following cluster(s) are 6th Grade Performance Objectives Unit Name and Description: Process Essay Cluster: 6 Big Ideas/Enduring Understandings Essential Question(s) Process essays include a thesis statement, supporting details, introduction, What can a writer to do draw in the attention of the reader? body, and conclusion. How can the use of organizational strategies help you in planning an A process essay is a form of expository writing. explanatory essay? It is essential to choose an appropriate topic and support it with a substantial What is the purpose of using transition words within an essay? amount of details. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C2PO3 Process essay Write a process essay that includes: Process essay a. a thesis statement Thesis statement b. supporting details Supporting details c. introductory, body, and concluding paragraphs *S2C2PO2 Story Beginning Develop a strong beginning or introduction that draws in the Introduction reader. Body S1C1PO5 Organizational strategies Use organizational strategies (e.g., outline, chart, table, graph, Concluding Venn Diagram, web, story map, plot, pyramid) to plan paragraph writing. Organization plan S1C1PO4 Central idea Establish a central idea appropriate to the type of writing. Central idea Transitions S2C2PO4 Transitions Include effective transitions among all elements (sentences, paragraphs, ideas). PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 14 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 15. 6th Grade Writing Curriculum Map Isaac School District No. 5 S2C2PO5 Paragraphs Construct paragraphs by arranging sentences with an organizing principle (e.g. to develop a topic, to indicate a chronology). PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 15 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010
  • 16. 6th Grade Writing Curriculum Map Isaac School District No. 5 Quarter: 4 The POs in the following cluster(s) are 6th Grade Performance Objectives Unit Name and Description: Research Writing Cluster: 7 Big Ideas/Enduring Understandings Essential Question(s) Research writing is used to explain a topic. What organizational strategies can writers use to pull together the information gathered in research to create a final product? Reading a variety of reference materials gives the writer a chance to organize a piece of writing in their own words. What are the essential parts of a research paper? How do good readers and writers use the research process to find and share information? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C6PO2 Informational report Write an informational report that includes: Topic a. a focused topic Facts b. appropriate facts and relevant details References c. a logical sequence Logical sequence d. a concluding statement Summary e. a list of sources used Encyclopedias S3C6PO1 Summary Write a summary of information from sources (e.g. Websites encyclopedias, websites, experts) that includes: Experts a. Paraphrasing to convey ideas and details from the Paraphrasing source Main Idea b. main idea(s) and relevant details Relevant details PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO 16 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-13-2010