PDF Fifth Grade Writing : Text Types and Purposes

Fifth Grade Writing : Text Types and Purposes

Essential Questions:

1. How do writers select the genre of writing for a specific purpose and audience?

2. How do essential components of the writing process guide writers in the communication of ideas?

3. How does the selection of resources impact the quality and validity of the research process and product?

4. How do regular, varied writing opportunities make you a stronger writer?

Essential Vocabulary: introduction, opinion, phrase, clause, facts, details, topic, point of view, conclusion, text, transitional words, explanatory,

quotations, precise language, domain specific vocabulary, concrete details, narrative, sequence

College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis in substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the

writer's purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses. (e.g. consequently, specifically)

d. Provide concluding statement or section related to the opinion presented.

5th Grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that opinions are formed

? introduce their topic

Students will...

? introduction

from information and/or

clearly.

? write an opinion with

? opinion

facts.

? state their opinions

supporting

? phrase

? that informational texts can

supported by facts and

details/information.

? clause

be used as references to

details from the text in an

? correctly use transition words in writing an opinion piece.

? provide a concluding statement related to their opinion

? facts ? details ? topic ? point of view ? conclusion ? transitional words ? text

support their opinions. ? that relevant evidence is

necessary to support an opinion. ? that point of view makes a difference when stating an opinion.

organized structure. ? construct a conclusion. ? link opinions to reasons

using specific signal words (i.e consequently, specifically, as a result).

X

Adoption Date: July 22, 2013

College and Career Readiness Anchor Standard 2 for Writing: Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. 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.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

5th grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that grouping related

? write an introduction

Students will...

? explanatory

information in paragraphs

explaining their focus.

? create an informative text

? concrete details

and sections provides a

? construct body paragraphs

by grouping related

? quotations

focus to the writing.

that develop the topic

information in paragraphs

? precise language

? that the elements of a

logically.

and using effective transition words.

? domain specific vocabulary

nonfiction text helps convey information on the

? use relevant facts, definitions, details,

? use precise language and

topic .

quotations, or other

domain specific vocabulary

? that they can convey ideas

information/examples.

in their writing.

through their writing.

? utilize connecting and

? organize ideas, facts, and

? that precise language and

transition words to link

details to develop

domain specific vocabulary

information within and

comprehension.

helps to explain topics.

across categories.

? utilize facts, details,

? that transitions (including

? construct a concluding

quotations, and other

phrases and clauses) link

statement or section.

information to develop

information within and

their topic.

across categories.

? construct a conclusion that

is related to the

information.

X

Adoption Date: July 22, 2013

College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event

sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds

naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters

to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

5th grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that it is important to orient

? introduce a new character

Students will...

? narrative

the reader by introducing a

or situation either real or

? construct a narrative with

? sequence

narrator or characters.

imaginary.

real or make believe events.

? that narrative techniques,

? develop a story following a

? support the narrative with

such as dialogue, pacing,

logical sequence.

dialogue and sequential

and detailed descriptions

? use narrative techniques

events that show the

help develop the events

such as dialogue, pacing,

characters' reaction to a

and show responses of the

description.

situation.

characters.

? utilize concrete words,

? formulate experiences and

? that using a variety of

phrases, and sensory

precise events with

transitional words, clauses,

details to enhance the

concrete words and sensory

and phrases help to order

narrative.

details. ? provide a conclusion that

the events. ? that concrete words,

? provide a conclusion that

summarizes the written

summarizes the written

phrases, and sensory

narrative.

narrative.

details enhance the

characters' experiences and

the story events.

? that it is important to

provide a conclusion that

follows the experience or

event.

X

Adoption Date: July 22, 2013

Fifth Grade Writing : Production and Distribution of Writing

Essential Questions:

1. How do writers select the genre of writing for a specific purpose and audience?

2. How do essential components of the writing process guide writers in the communication of ideas?

3. How does the selection of resources impact the quality and validity of the research process and product?

4. How do regular, varied writing opportunities make you a stronger writer?

Essential Vocabulary: coherent, revising, editing, publish, collaborate

College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.

W.5.4 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.)

5th Grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that writing can have

? write for a specific purpose.

Students will...

? coherent

different purposes.

? choose a structure

? have multiple writing

? that different types of

appropriate to the task and

experiences.

writing have different

grade level expectation.

organizational structures.

? that task and purpose are

reflected in organization

and development of a

topic.

X

College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

W.5.5 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.)

5th grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that writing is a process;

? plan a piece of writing

Students will...

? revising

their first draft is not their

using varied techniques

? have multiple writing

? editing

final draft.

and strategies (story frame,

experiences.

? that planning develops and

graphic organizer, story

? respond to suggestions

strengthens their writing.

map, etc.).

from adults and peers to

? that writing is improved

? recognize spelling,

strengthen writing.

through revision and

grammar, and punctuation

Adoption Date: July 22, 2013

? use grade level conventions.

editing. ? that writing is a tool for

communication so it must be understandable to the reader. ? that collaboration enriches writing.

errors and having strategies to correct them (conferences, check sheets, and peer editing) using grade level conventions. ? evaluate for task and purpose. ? analyze and strengthen their writing using various strategies (rubrics, peer conferences, rereading).

X

College and Career Readiness Anchor Standard 6 for Writing: Use technology, including the internet, to produce and publish writing and to

interact and collaborate with others.

W.5.6 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.

5th grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that technology is a tool to

? produce published writing

Students will...

? publish

produce and publish

by collaborating with

? produce published writing

? collaborate

writing.

others.

by collaborating with

? that technology is a way to

? use technology, including

others.

interact and collaborate

the internet, to publish

? use technology, including

with others when writing.

their writing.

the internet, to publish

? demonstrate sufficient

their writing.

keyboarding skills to type a

? demonstrate sufficient

minimum of two pages at a

keyboarding skills to type a

single setting.

minimum of one page at a

single setting.

X

Adoption Date: July 22, 2013

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