Unit 1: Teach basic parts of speech and 2 basic patterns
Content
Classroom Procedures
Noun-Verb Pattern
Noun- Verb – Noun Pattern
Adding jewelry: adj – advprepositional phrases
Instructional Vocabulary:
 Visualization
 Sentence patterns
 Specific nouns
 Vivid verbs
 Noun phrase / verb phrase
 Jewelry - Embedding
 Revise
 Process
Instructional Materials
Model & Practice Procedures - small groups will determine procedures
Range of Options
Possible Activities
1. Noun Bank
2. Verb Poems
3. Noun Town / Verb Suburb
4. The man fell.
5. Sentence Slam
6. Short stories
7. Adjective Relay Race (Adjective Avenue)
8. Guess the Adverb
9. Brainstorm Adverbs (Adverb Alley)
10. Preposition Park
11. Analyze Prepositional Phrases
12. Enhanced short stories
13. Sentence Expansion
14. Activity Stories / Sentences
15. Form vs. Function
16. Second Basic Pattern
17. N – V – N Story based on literature
18. Adjective Flip Books
19. Adverb Flip Books
20. Paper Plates
21. Match the Sentences 1 & 2
22. Sentence Expansion
23. Fill in the blanks
Formative Assessments:
 Verb poem
 Write 5 samples of each basic pattern
 Sentence expansion of basic patterns
 Self-Collage of words
Summative Assessment:
Write 5-10 sentences related to a Norman Rockwell Poster or other picture
Unit 2: Begin sentence patterns; develop understanding of feature of writing – secondary support
Content
Instructional Materials
Preposition Review
Cluster maps for pre-writing
Patterns 1 – 5
About Point Organizer for post-writing – look for visualization
Paragraph Writing – emphasis on
Highlighting weak verbs – rewriting in small groups
support statements and details
Expert Lists for persuasive / expository
Eliminating weak verbs
How to ask questions
Model peer revision for one feature – secondary support
Instructional Vocabulary:
Formative Assessments:
 General to specific
 2 separate paragraphs of 7 to 12 sentences – Feature of writing to be assessed: secondary support,
 Details
complete sentences, and powerful conventions
 Opening / Closing
 Topics: science / social studies / art / music / expert list
 Expository
 Facts / Opinions
Summative Assessment:
 Fragment / run on
Prompt: In science class we have been studying the causes and effects of various types of pollution:
 Visualization
water, air, noise, ground. Think about one of these types of pollution and write a paragraph explaining
 Sequence
what you can do to help combat that type of pollution in our community. Give specific examples; let the
 Chronological
reader visualize.
Unit 3: Openings for expository / understanding all features of writing: focus, support, organization /
Content
Instructional Materials
Expository Essays – 3 or 4 paragraphs
Create and Practice with Student-Designed Rubrics
Openings /Closings: mapping
Analyze Writing Samples for Features of Rubric
paragraph, statement of fact,
Literary devices for openings and revision
onomatopoeia, personal definition,
Mini-lessons on Openings / Closings
alliteration, personal quote.
Reassemble essays – emphasize transitions
Continue Sentence patterns
Range of Options in Workshop setting
Mini-lessons for features of writing as needed
Instructional Vocabulary:
 Focus
Formative Assessments:
o mapping paragraph
o thematic opening
 1 Expository essay per week (after rubric is designed) 3 to 4 paragraphs per essay
o attention grabber – hook
 Topics: science / social studies / art / music / expert list

Support
o general / specific
o visualization
o literary devices
o combinations / embedding

Organization
o transitions
o cohesion: sentence variety
o coherence: transition
sentences / January sentence
o combinations / embedding

Voice – Audience / Personality /
Emotion or tone
Summative Assessment for Expository:
Prompt: What is your most important strength or talent? Provide specific examples of how this strength or
talent has made an important difference in your life.
Prompt: Imagine you could design the perfect best friend. What qualities / features / skills would you
give to your new BFF?
Unit 4: Persuasive essays
Content
Expository Essays
Persuasive Essays
Continue Sentence patterns
Instructional Vocabulary:
 Focus
o map
o attention grabber
o thematic opening
Instructional Materials
Design Student-Designed Rubric for Persuasive
Compare / contrast persuasive to expository
Mini-lessons for features of writing as needed
Support: blow dart/elephant gun – visualization – show don’t tell
Organization: January sentences – reassemble essays
Formative Assessments:
 1 Persuasive Essay per week (after rubric is designed) 3 to 4 paragraphs per essay
 Topics: science / social studies / art / music / suggested prompts

Support
o specific / general
o opinions / facts
Summative Assessment:
Prompt – Write a letter to the school board to identify one change that you would make to improve our
school. Be specific about the change and support your opinion with facts, reasons, examples, stories, etc.

Organization
o transitions
o cohesion: sentence variety
o coherence: transition
sentences
Prompt – Persuade people of the community to recycle.
Persuade your parents to let you have a pet / higher allowance / later bedtime, etc.
Persuade the school board to adopt / not adopt school uniforms
Persuade people to allow / not allow technology in classrooms: cell phone, computer, etc.

Voice
o Audience
o Inference
Unit 5: Narratives – Openings / Closings / reactions / story grammar
Content
Instructional Materials
Continue Sentence Patterns
Design Student-Designed Rubric for Narrative
Personal Narratives
Compare / contrast expository and persuasive to narrative
Story grammar: characters, problem,
Hand Organizer: who – what – when – where – why
events, solution
Somebody – wanted – but - so
Mini-lessons for features of writing as needed
Instructional Vocabulary:
Formative Assessments:
 Focus
o attention grabber
 1 Narrative per week (after rubric is designed)
o subject / event
 Topics: brainstorm interesting events from life



Elaboration
o specific / general
o
Organization
o transitions
o cohesion: sentence variety
o coherence: chronological
order
Voice
o Audience
o Inference
Summative Assessment:
Write about a time you were happy / proud / frightened