Assignment
Thematic Unit: Writing the Five Paragraph Essay
• What four areas of curriculum
Writing, Reading, Art, Social Studies
Writing: Persuasive essay
Reading: Compare and contrast essays
Art: Posters of what an essay looks like
Social Studies: Arguments of political leaders
• Needs Analysis –
• Every fifth grader is required to write a persuasive essay that is given by the State of Utah.
• New Common Core-
The Common Core Writing is organized in three categories
• 1. Text Types and Purposes which includes three subcategories:
a. writing arguments
b. writing informative/explanatory texts
c. writing narratives
• 2. Production and Distribution of Writing
• 3. Research to Build and Present Knowledge
• Pre-assessment:
1. Pre-Write in one sitting with a keyboard on a persuasive essay topic.
2. Parts of an essay game-like “Are you smarter than an Essay?” (What do you know? What do you want to know? Learned?)
3. Vocabulary check-off chart –from “I’ve never seen this word before” to “I can get up in class and explain it.”
• Learner Analysis- (Population analysis)
• Surveys- Survey Monkey is the tool I would use. The class can take this and it’s simple. Questions would include demographics, technology, and how they feel.
On Feb 10th I administrated a Writing an Essay survey. I really was surprised at the outcome. It really is going to change what I am going to teach them.
Findings that were the most required more teaching:
1. Only 81.3% of the class knew where the thesis was located.
2. Only 56.3% (which is half the class) consider that periods and capitals are important.
3. I couldn't believe that 25.0% believe that the clincher is in the thesis.
4. The majority of the class didn't think you had to reemphasis the topics in each paragraph...62.5%
I really will be reteaching/teaching these important skills.
• Aimsweb data- I would the comprehension (DAZE) test data
• Demographics- age 10-11 , gender, ethnicity, 5th grade
• Access to technology at home and at school
• Length of instruction time ( ½ hour minimum writing every day), number of weeks of instruction (start in September and test in March)
• Learner skill levels (Basics like capitals and periods to figurative language can be assess during pre-write).
• Task Analysis –
Common Core Writing Arguments- 5th grade
1. Text Types and Purpose- Argument- Persuasive
2. Production and Distribution
a. clear and coherent while analyzing and logical
b. support claims using valid reasoning and relevant and sufficient evidence
c. supporting a point of with reasons and information.
d. Introduce, state an opinion, organization
e. facts and details
f. Link opinion and reasons
g. concluding statement
h. planning, revising, editing, rewriting
i. Editing for conventions should demonstrate command of Language
j. technology to produce and publish- collaborate
k. minimum of two pages in a single sitting
l. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
3. Research
a. support claims using valid reasoning and relevant and sufficient evidence
• Context for Instruction –
• What resources will you use?
1. Laptops with the program Word.
2. Utahwrite.com (school pays for every fifth grader)
3. Paper/pencil/eraser
4. Poster paper to write class brainstorming
5. Cardstock/colored paper to make essay models
6. Typing instruction at the beginning of the year
7. Thesaurus- on Word
8. Scholastic- Five Paragraph Essay (love it)
9. Newspaper/Internet for political aritcles
10. Place to publish- Class wiki or their own website
• What delivery methods will you use?
• First and foremost…a positive attitude that is exciting and possible to be an amazing writer!
• Topics: Chosen from Utahwrite/internet searches/ political debates
1. Direction instruction one on one on rotational basics. Teaching them to think/write clearly.
2. Group instruction on organization, word choice, transition words, and editing. Increasing details by making one sentence into many. Teaching how to write a hook, thesis statement, and conclusion paragraph each as separate lesson during the writing process.
3. Modeling the whole paragraph so there is a vision of what is expected. Proving/evidence in their graphic organizer before they are even allowed to start typing.
4. Purposely making errors and having them find them.
5. Brainstorming words that replace one-syllable words with three-syllable ones.
6. Compare and contrast between a paragraph and an essay.
7. (Editing)Technology motivation- copying and pasting the essay as many times as they want so they learn what they personally need to do to increase their score.
8. Practice writing quietly for half hour blocks starting n January. Changing topics every 2 weeks. In February they will take one day per paragraph…so that by Friday they will have organized, typed, edited for 2 ½ hours without realizing it but being successful. I tell them at the beginning that this is a three hour test…but I never do it in one setting before the test, just daily half hour typing off of their web.
9. Publish on the class wiki. Print and send home/give at conferences to the parents.
• Why are you choosing this approach?
Whole group to create confidence and vision
Direct Instruction to build skills
I am the gateway to college ready writing.
• Is the instruction you chose the correct intervention?
More Direction Instruction produces better results. I never correct an essay without the student with me. I only correct one paragraph and send them back to write or add to their other paragraphs. Utahwrite.com does the scoring and the motivating.
• What four areas of curriculum
Writing, Reading, Art, Social Studies
Writing: Persuasive essay
Reading: Compare and contrast essays
Art: Posters of what an essay looks like
Social Studies: Arguments of political leaders
• Needs Analysis –
• Every fifth grader is required to write a persuasive essay that is given by the State of Utah.
• New Common Core-
The Common Core Writing is organized in three categories
• 1. Text Types and Purposes which includes three subcategories:
a. writing arguments
b. writing informative/explanatory texts
c. writing narratives
• 2. Production and Distribution of Writing
• 3. Research to Build and Present Knowledge
• Pre-assessment:
1. Pre-Write in one sitting with a keyboard on a persuasive essay topic.
2. Parts of an essay game-like “Are you smarter than an Essay?” (What do you know? What do you want to know? Learned?)
3. Vocabulary check-off chart –from “I’ve never seen this word before” to “I can get up in class and explain it.”
• Learner Analysis- (Population analysis)
• Surveys- Survey Monkey is the tool I would use. The class can take this and it’s simple. Questions would include demographics, technology, and how they feel.
On Feb 10th I administrated a Writing an Essay survey. I really was surprised at the outcome. It really is going to change what I am going to teach them.
Findings that were the most required more teaching:
1. Only 81.3% of the class knew where the thesis was located.
2. Only 56.3% (which is half the class) consider that periods and capitals are important.
3. I couldn't believe that 25.0% believe that the clincher is in the thesis.
4. The majority of the class didn't think you had to reemphasis the topics in each paragraph...62.5%
I really will be reteaching/teaching these important skills.
• Aimsweb data- I would the comprehension (DAZE) test data
• Demographics- age 10-11 , gender, ethnicity, 5th grade
• Access to technology at home and at school
• Length of instruction time ( ½ hour minimum writing every day), number of weeks of instruction (start in September and test in March)
• Learner skill levels (Basics like capitals and periods to figurative language can be assess during pre-write).
• Task Analysis –
Common Core Writing Arguments- 5th grade
1. Text Types and Purpose- Argument- Persuasive
2. Production and Distribution
a. clear and coherent while analyzing and logical
b. support claims using valid reasoning and relevant and sufficient evidence
c. supporting a point of with reasons and information.
d. Introduce, state an opinion, organization
e. facts and details
f. Link opinion and reasons
g. concluding statement
h. planning, revising, editing, rewriting
i. Editing for conventions should demonstrate command of Language
j. technology to produce and publish- collaborate
k. minimum of two pages in a single sitting
l. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
3. Research
a. support claims using valid reasoning and relevant and sufficient evidence
• Context for Instruction –
• What resources will you use?
1. Laptops with the program Word.
2. Utahwrite.com (school pays for every fifth grader)
3. Paper/pencil/eraser
4. Poster paper to write class brainstorming
5. Cardstock/colored paper to make essay models
6. Typing instruction at the beginning of the year
7. Thesaurus- on Word
8. Scholastic- Five Paragraph Essay (love it)
9. Newspaper/Internet for political aritcles
10. Place to publish- Class wiki or their own website
• What delivery methods will you use?
• First and foremost…a positive attitude that is exciting and possible to be an amazing writer!
• Topics: Chosen from Utahwrite/internet searches/ political debates
1. Direction instruction one on one on rotational basics. Teaching them to think/write clearly.
2. Group instruction on organization, word choice, transition words, and editing. Increasing details by making one sentence into many. Teaching how to write a hook, thesis statement, and conclusion paragraph each as separate lesson during the writing process.
3. Modeling the whole paragraph so there is a vision of what is expected. Proving/evidence in their graphic organizer before they are even allowed to start typing.
4. Purposely making errors and having them find them.
5. Brainstorming words that replace one-syllable words with three-syllable ones.
6. Compare and contrast between a paragraph and an essay.
7. (Editing)Technology motivation- copying and pasting the essay as many times as they want so they learn what they personally need to do to increase their score.
8. Practice writing quietly for half hour blocks starting n January. Changing topics every 2 weeks. In February they will take one day per paragraph…so that by Friday they will have organized, typed, edited for 2 ½ hours without realizing it but being successful. I tell them at the beginning that this is a three hour test…but I never do it in one setting before the test, just daily half hour typing off of their web.
9. Publish on the class wiki. Print and send home/give at conferences to the parents.
• Why are you choosing this approach?
Whole group to create confidence and vision
Direct Instruction to build skills
I am the gateway to college ready writing.
• Is the instruction you chose the correct intervention?
More Direction Instruction produces better results. I never correct an essay without the student with me. I only correct one paragraph and send them back to write or add to their other paragraphs. Utahwrite.com does the scoring and the motivating.
Writing –New Common Core
The Common Core Writing is organized in three categories 1. Text Types and Purposes which includes three subcategories: a. writing arguments b. writing informative/explanatory texts c. writing narratives 2. Production and Distribution of Writing 3. Research to Build and Present Knowledge FROM THE CORE WORD FOR WORD 1. Produce clear and coherent writing. Analyzing and logic are heavily relied on to write arguments and informative/explanatory texts. Narrative writing expectations are more concentrated on the “how”. 2. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text 3. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 4. Write opinion pieces on topics or texts, supporting a point of with reasons and information. 5. Introduce a topic or text clearly, state an opinion, and create organizational structure in which ideas are logically grouped to support the writer’s purpose. 6. Provide logically ordered reasons that are supported by facts and details. 7. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). 8. Provide a concluding statement or section related to the opinion presented. 9. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 10. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 11. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 12. Produce clear and coherent writing I which the development, organization, and style are appropriate to task, purpose, and audience. 13. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 14. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 15. Common Core doesn’t state narrowing a topic specifically 16. With 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 5 on pages 28 17. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 18. With some guidance and support from adults, 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 two pages in a single sitting. 19. 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 tasks, purposes, and audiences. 20. 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. |
Mastering the 5-Paragraph EssayThis is what I used to get many ideas and teaching units! Best thing I have used in writing.
Scope and Sequence: Unit Theme:
Game On! Bring it On! Write On! Writing Secrets for Success LESSONS in order of teaching them: Typing lessons at the beginning of the year for 20 days 1. Compare/Contrast …paragraph vs 5 paragraph 2. Organization- modeling the five paragraphs- glue and scissors helping see the vision 3. Brainstorming- for and against- you don’t always have to like it to write it 4. Web- organizing your ideas 5. Modeling what one paragraph looks like 6. Hook- five choices- what works for you! 7. Thesis statement – the secret of my essay 8. Middle -Three paragraphs 9. Conclusion paragraph –repeat and do it again 10.Clincher- the best in the world! 11.Proving/evidence- the meat of the paragraph 12.Word choice -one vs three syllables 13.Punctuation Power- the more the merrier 14.Transition words- the key to being “cool” 15.Editing – Utahwrite.com- Every one can reach 30 16.Increasing details- making one sentence into many 17.Persuade me! Themes 18.Let the world see what I can write! Wiki it! 19.Gum and Test day- 3 hours here we come! 20.Celebration Party!! Bring on the sugar…I deserve it! |