Epping Elementary School
Plan for Writing Instruction
Grade 5
Unit of Study
Learning Targets
Launch Writer’s
Workshop
 Structure of writer’s
workshop
 Collecting ideas
 Reading like a writer
Test Preparation
 Knowing the format of the
test
 Getting the big picture
quickly
 Strategic test taking and
pacing
 Writing to reading
passages
 Evidence to support
thinking
 Different types of
questions for different
writing prompts
 Writing prompts
 Convention and Grammar
Fables
 Unpacking mentor texts
with an anchor chart
 Morals
 Brainstorming situations
 Characters in a fable
 Setting of a fable
 Problem/solution
 Steps in the writing
process
Epping School District – Grade 5 Plan for Writing Instruction
Common
Core
Standards
W.5.7
W.5.8
W.5.9
W.5.9a
W.5.9b
W.5.10
W.5.3
W.5.3a
W.5.3b
W.5.3c
W.5.3d
W.5.3e
W.5.4
W.5.5
W.5.6
I Can Statements
I can be an active participant in
writer’s workshop.
I can use various sources to
generate writing ideas.
I can learn from other authors
and borrow ideas to improve my
own writing.
I can demonstrate my
understanding of the test
format, rules, and time
constraints.
I can employ successful test
taking strategies.
I can write a focused response
to a reading passage with a main
idea.
I can use evidence from a
reading passage to support my
focused response.
I can identify the type of writing
I must do based on the type of
question/prompt I read.
I can “write to a prompt” using
different types of writing
(narrative, informational,
opinion).
I can use conventions and
grammar within my written
responses and for multiple
choice questions.
I can learn from other authors
and borrow ideas to improve my
fable.
I can generate situations that
will teach my lesson (moral).
I can choose characters suited to
my moral.
I can develop my setting to
deepen the value of my lesson.
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Persuasive Text
 Exploring persuasive
mentor texts.
 Types of appeals used in
persuasive text.
 Gather relevant
information from personal
experiences.
 Turning a personal
problem into a debatable
community issue.
 Understanding the
language of persuasion.
 Finding the pros and cons
of your issue.
 Using graphic organizers to
take notes on different
opinions.
 Making inferences from
facts and schema.
 Developing clear, logical
opinions supported by
facts and inferences.
 Writing a strong
introduction and
conclusion.
 Organizing writing in
logical manner (opposing
side first, supporting side
next)
W.5.1
W.5.1a
W.5.1b
W.5.1c
W.5.1d
W.5.2
W.5.4
W.5.5
W.5.6
W.5.7
W.5.8
W.5.9
W.5.10
Memoir
 Unpacking mentor texts
with an anchor chart
 Themes or messages
 Brainstorming situations
 Developing characters in a
memoir
 Setting of a memoir
W.5.3
W.5.3a
W.5.3b
W.5.3c
W.5.3d
W.5.3e
W.5.4
W.5.5
Epping School District – Grade 5 Plan for Writing Instruction
I can establish a problem and
formulate a solution to teach my
moral.
I can use graphic organizers,
mentor texts, and life
experiences to create a master
writing product as I follow the
steps of the writing process.
I can introduce a topic or a text
clearly.
I can state my opinion on a
topic.
I can organize my thoughts and
ideas in a logical manner to
support my purpose.
I can use facts and details to
support my purpose.
I can use transitional words and
phrases to link my opinion to my
evidence.
I can provide a concluding
statement.
I can research using various
sources to support my topic.
I can identify evidence from a
text that supports my research.
I can routinely write over long
and short periods of time for a
range of reasons.
I can write for appropriate tasks,
purposes, and audiences around
opinion.
I can revise, edit, rewrite, and
try new approaches in order to
strengthen writing.
I can use technology to produce
published writing with guidance
from adult or peers.
I can interact and collaborate
with others using technology.
I can analyze mentor texts to
learn from other authors and
borrow ideas to improve my
memoir.
I can analyze several pieces of
writing to search for a thread or
grow an idea.
I can use meaningful dialogue
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Non-narrative
Informational
 Problem/solution
 Reflective end of a memoir
 Steps in the writing
process
W.5.6
 Finding a topic, focus, and
information.
 Asking questions as you
read and using the
questions to inform your
research.
 Identifying different text
structures for
informational writing:
1. Question and answer
2. Descriptive
3. Compare and contrast
4. Sequential/
chronological
5. Problem/ solution or
cause/effect
W.5.2
W.5.2a
W.5.2b
W.5.2c
W.5.2d
W.5.2e
W.5.4
W.5.5
W.5.6
W.5.7
W.5.8
W.5.9
W.5.10
Epping School District – Grade 5 Plan for Writing Instruction
paired with character actions to
deepen the message of my
story.
I can portray how the character
changes from the experience.
I can tell a story of an event
rather than summarizing.
I can write about internal
feelings using external events to
reveal the character’s emotion
or feeling.
I can establish a problem and
formulate a solution to highlight
my lesson.
I can use graphic organizers,
mentor texts, and life
experiences to create a master
writing product as I follow the
steps of the writing process.
I can introduce a topic clearly
with a specific focus.
I can provide a general
observation and focus.
I can group related information
logically (different nonfiction
text structures).
I can include formatting,
illustrations, and multimedia to
support the reader’s
comprehension.
I can develop my topic using
facts and content-specific
vocabulary.
I can include quotations from
experts to support my focus or
topic.
I can link ideas using transitional
words, phrases, and clauses.
I can write a concluding
statement or section for the
information presented.
I can identify evidence from a
text that supports my research.
I can routinely write over long
and short periods of time for a
range of reasons.
I can write for appropriate tasks,
purposes, and audiences around
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opinion.
I can revise, edit, rewrite, and
try new approaches in order to
strengthen writing.
I can use technology to produce
published writing with guidance
from adult or peers.
I can interact and collaborate
with others using technology.
I can read from a text and
paraphrase what I’ve read for
use in my own writing.
Note: The fifth grade team has reviewed the Common Core State Standards for Speaking & Listening and
Language. The standards will be explicitly taught through whole group, small group, and individual settings
to meet fifth grade standards throughout all units of study.
Epping School District – Grade 5 Plan for Writing Instruction
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