Writing

Unit 1: Building a Writing Life (Aug-Sept)

The focus of this unit is on narrative pieces that are well-structured, sequential and based on both real and imagined experiences. The students will apply a variety of sentence types and patterns in order to write with greater precision. Figurative language elements such as metaphors, simile, and/or personification are embedded within the writing. Students are able to craft a “Small Moment” recounting a personal experience that establishes the setting, and includes expanded details. Students are expected to include a brief reflection, highlighting an important realization or lesson that the student had learned from the events in the story. An additional goal to Building a Writing Life unit of study is setting up a Writer’s Workshop which allows students to produce powerful writing every day, often starting with their personal story. Students should revisit writing processes and begin their writer’s notebook for the year. Goal setting will be ongoing through the year and adjustments to targets are refined through both teacher and peer conferring practices.

Unit 2: Tell the Story (Sept-Oct)

The focus of this unit is to write well established narratives based on real experiences or events using effective techniques relevant to narrative writing. Students will apply knowledge from previous years of learning about the critical attributes of narrative writing. Through the unit students might study other forms of narrative writing within the media that hold this kind of real-life narrative writing; autobiographical sketch, feature article, webpage, memoir. Working from a narrative piece student’s layer on poetic techniques of alliteration, onomatopoeia; rhyme and repetition to some of their pieces. Students might consider taking a narrative piece and exploring how that story could be conveyed through a poetic structure. During this unit of study students become more skilled at adding a brief reflection at the end which magnifies what was learned or the message of the piece.

Unit 3: Informational Writing: Procedural (Oct-Nov)

The focus of this unit is on writing multiple pieces which focus on a topic and further explain a process or idea. Students will analyze information in multiple forms in order to convey ideas that include relevant facts, definitions, concrete details, as well as examples. Students should be able to construct an introductory paragraph that clearly introduces the topic, provides readers a general understanding, and begins to clue or lead readers into the subtopics that are developed in subsequent paragraphs. Additionally, students are able to logically group related information, and use domain specific vocabulary and intentionally select graphics to create strong visuals and understanding for the reader. Students are able to effectively differentiate between paraphrasing, summarizing, quoting, and can use these elements when sharing information either orally or in writing.

Unit 4: Informational Writing: Research (Nov-Jan)

The focus of this unit is for students to work in collaboration to develop a topic for inquiry and research. Students will write relevant pieces from consulting multiple digital and print sources in order to uncover through inquiry information about a topic. Students establish and maintain a formal writing style through reading and listening to mentor texts. Students are able to write multi-paragraph, informational texts applying the knowledge of the critical attributes of this type of writing. Throughout the writing unit students apply text structures of definition, classification, cause/effect in order to communicate their inquiry to their readers. Students are able to use text features in a way that provides clarity to the writing and aids the comprehension of the reader. Students cite sources that were used during the research process, and continue to quote and paraphrase their research.

Unit 5: Argumentative Writing (Jan-March)

The focus of this unit is teaching students to “unpack” their evidence and explain the connections between their evidence and their claims. Students will introduce claims and take a stance on a topic. Through this writing the student includes facts/statistics, quotes from experts, logical and personal experience to assist the reader in understanding their viewpoint. Students use specific language to involve the reader and appeal to emotions. Through the writing students acknowledge an opposing viewpoint and use techniques to propel the reader to understanding and believing the writer’s stance. Through research of the argument students will analyze the information that is most pertinent to include, and cite the sources that were used through the inquiry.

Unit 6: Review and Prepare (Mar-Apr)

The focus of this unit is for students to review the critical attributes of the genres of writing and write both short and long texts to demonstrate their understanding. Students are able to write with stamina in response to a question, prompt or task and do so independently. During this unit students use the structures and crafts of various forms of writing while revising a final piece for precision and clarity.

Unit 7: Writing with Precision Across Genres (Apr-May)

The focus of this unit is to proficiently apply techniques from narrative, informational, or persuasive writing to convey a message. Students will revise previous texts and/or write new pieces, applying all that they have learned within the specific genre studies. Students will intentionally match a variety of sentence structures to the purpose, subject and audience they are writing for. Students should be able to reflect on their writer’s notebook, set purposeful goals for writing and use this time for writing within all the genres with greater precision. During this unit students may build on the work that they have done as sixth graders or embark on new pieces within the various genres as they take charge of their writing life and achievement.