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grade 6 writing
grade 6 writing
The sixth-grade units lead the Middle School Writing Series, launching with Unit 1, a personal narrative unit where students generate story ideas, manage pace, and elaborate. Students proceed to writing literary essays in Unit 2, learning strategies to gather, analyze, and use text evidence to support their claims. In the final unit, Unit 3, writers explore teen activism, using sophisticated ways to explain a position or make a call to action.
Unit 1
Unit 1
Narrative Writing: Writing personal narratives. Learning the techniques, strategies and approaches to craft engaging, powerful narratives.
Students will develop their personal narrative skills as a writer. They will develop their writer’s craft in addition to building strong characters and plot. Students will study the writer’s craft to pull out writing techniques for narrative writing by using metaphors, similes, personification, and other literary tools. Students will learn strategies for writing fiction and nonfiction narrative, learn how to harness the power of speed of speed when drafting, understand the writing process and how to actively revise their work, learn he relationship between storytelling (or writing scenes) and summary, and learn how to draw together plots and make the shape of their stories match their intended meaning.
Unit 2
Unit 2
Argument/Opinion Writing: Learning how to produce persuasive, well-crafted arguments and produce effective persuasive speeches.
Students learn the basic skills to write a persuasive speech and then follow up with independent research on a variety of opinion topics. Students focus on drafting these nonfiction pieces, whether they are writing on topics of personal expertise or on something that is more research-based or content-specific. They will decide for themselves the ways to present their information and arguments to their audience and will work to discover and uncover the voice and tone of their texts.
Unit 3
Unit 3
Writing Informational Essays: Learning the techniques, strategies and approaches to research and produce effective information texts.
Students will research and write informational texts. Students will use the writing process and learn that revision offers great opportunities for writers to make sure that their intentions for their writing match what is actually on the page. They will learn strategies that are highly focused on helping them attend to their intent as writers. There will be a continued emphasis on structure (one of the cornerstones of nonfiction writing) and on the placement of information within the texts they are creating. Students will learn strategies for polishing their writing and making sure that their final text is as polished, effective and impactful as they intended it to be; this means that students will focus on learning and applying both large-scale revision strategies as well as strategies geared towards editorial detail and publishing decisions.
writing-process.pdfWriting Process
Writing Process
Using the writing process helps you to submit your best work. Going through the steps, repeating if necessary, will support you developing a professional finished product.
writing-frames.pdfwriting frames
writing frames
There are various types of writing. Understanding the basic elements of writing genres will help your readers better understand your message. After learning the basic layout, you can customize.
U.S. Common core
U.S. Common core
Grade 6 Writing Standards
Grade 6 Writing Standards
Text Types and Purposes:
Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Research to Build and Present Knowledge:
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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