Unit: The Writing Process/Learning to Write an Essay
Estimated Days: 10-15
Big Ideas/Essential Questions (How does this unit apply to a student’s life?)
Who am I? What makes me wonderful?
How can I organize my thinking so that my ideas can be easily understood?
How do I turn an idea into a great, finished piece of writing?
Priority Standards:
Writing
W2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a) 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.
b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples.
c) Use appropriate transitions to clarify the relationships among ideas and concepts.
d) Use precise language and domain-specific vocabulary to inform about or explain the topic.
e) Establish and maintain a formal style.
f) Provide a concluding statement or section that follows from the information or explanation
presented.
W4. 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.)
W5. 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 on page 52.)
Speaking and Listening:
SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with
diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a) Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
b) Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed.
c) Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing.
SL5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations
to clarify information.
Support Standards:
Reading Informational Text: RI 1, RI 2, RI 3, RI 5, RI 8.
Language: L1, L2, L6.
Draft created by K. Palmer and B. Guttag 6/20/12
Content (students need to know):
Skills (students need to do):
What expository writing is, and how it differs from Writing:
narrative writing.
Plan an essay using a graphic organizer: identify topic
The steps (and goals) of the writing process.
sentences and give three relevant supports (with
elaboration) for each
Two or more methods of elaboration.
Draft the three body paragraphs of an essay with
When, how, and why to use transition words/
increasing stamina.
phrases.
Revise and edit writing for publication.
How to revise your own writing, with a peer, and
with an expert.
Reading: Employ mentor texts to demonstrate aspects of
good expository writing and/or bad writing.
Cite text evidence regarding the former.
Determine main idea (topic) and detail (support and
elaboration) in non-fiction.
Teachers may also want to read biographies to engage
students, introduce reading strategies, and help students
brainstorm regarding their own exceptionality.
Summative Assessment(s) (evidence of learning):
Hopefully, you already know that you are talented and lovable. Write an introductory statement, three
paragraphs, and a concluding statement that explains to your classmates why you are awesome.
Thesis: I, ________ (name), am awesome.
Three paragraphs with topic sentence, support, and elaboration.
Concluding Statement (such as, advice to the reader)
Note: Choice of writing rubric to be determined by PLCs.
Factors to consider:
SMARTER Balanced Writing Rubrics measure the Common Core Standards, however, at this time, anchor
papers are not available. There is a separate SMARTER Balanced Writing Rubric for each type of writing.
ODE Writing Rubric does not measure Common Core Standards, but anchor papers do exist. As far as
addressing increased standards for rigor in writing, a score of 4 on the ODE no longer meets the standard.
Scores of 5 or 6 would be required for meeting the current standard.
AND
Peer and self-assessment using:
http://files.solution-tree.com/pdfs/Reproducibles_RF/informalspeakingandlisteningrubric.pdf
Draft created by K. Palmer and B. Guttag 6/20/12
Formative Assessments (evidence of progress)
Appropriate elaboration with images and artifacts
Organizing an essay: Rapid Fire Plans, Plan checkoff
Elaborate two ways and with the right transitions: get specific/ for example, tell story/ one time
Stamina- do (write, think, reread) and don’t (talk, check spelling)
Evidence of Revision: When I read, I noticed.... When my peer read, they noticed.... When an expert read, they
noticed... Revision means looking first at What’s good? and What’s confusing or unclear?
What if students don’t get it?
Interventions during the unit: small group planning
(start and finish an expository plan in a small group),
have students recite what they want to draft to an
adult or student
What if students do get it?
Extensions during the unit:
Look at liveliness in expository writing: using strong
verbs, anecdotes, sensory description, etc.
Read non-fiction like a writer: How do professional
authors elaborate?
Resources:
Biographies available in Treasures text and leveled readers
ODE Expository Mentor Papers (Work Samples at http://www.ode.state.or.us/search/page/?=530)
Step up to Writing
Non-Fiction Craft Lessons
Mentor Text: See Common Core, Appendix C: A Pet Story About My Cat . . . Gus (6th grade writing)
Resources Needed:
College entrance essays on the topic of “Why I should be allowed to attend this university.”
Draft created by K. Palmer and B. Guttag 6/20/12