6th Grade Language Arts Instructional Resources
Contents:
 6th Grade Essential Standards
 6th Grade Language Arts Instructional Blueprint
 6th Grade Approved Reading List
 MVUSD Writing Assessment Program Guidelines
 6th Grade Narrative Writing Task
o District Rubric
o Student Friendly Rubric
o Practice Prompts
o Sample 1 Prompt
o Sample 1 Anchor Papers
 6th Grade Persuasive Writing Task
o District Rubric
o Student Friendly Rubric
o Practice Prompts
o Sample 2 Prompt
o Sample 2 Anchor Papers
 6th Grade Response to Literature Writing
o District Rubric
o Student Friendly Rubric
o Practice Prompts
 Resources for Preparing Students to Write Persuasive Essays
 Resources for Preparing Students to Respond to Literature
 Strategies for Cutting Time Correcting Essays
 Vocabulary Instruction Resources
 Select Response Question Preparation
 Prentice Hall Resources
 Sample Persuasive Writing Unit
1
Page
2
3-8
9
10-14
15-16
17-18
19-20
21-22
23-34
35-36
37-38
39-40
41
42-54
55-56
57-58
58-64
65-72
73-89
90-95
96
97-98
99-104
105-113
6th Grade Essential Standards
Essential standards, which are sometimes referred to as "power standards," are those which students must
know and it is essential they be included in lesson planning. On state and district tests taken by students
these standards are tested most frequently, and consequently they carry the greatest weight on a "need to
know" scale. It does NOT mean these are the only standards to be addressed and assessed at this
grade level.
Word Analysis, Fluency, and Systematic Vocabulary Development:
Vocabulary and Concept Development—
1.2 Identify and interpret figurative language and words with multiple meanings
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and
paragraph clues to determine meaning.
Read Comprehension (Focus on Informational Materials):
Comprehension and Analysis of Grade-Level Appropriate Text—
2.3
Connect and clarify main ideas by identifying their relationships to other sources and related topics.
Literary Response and Analysis:
Narrative Analysis of Grade-Level-Appropriate Text—
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence
structure, line length, punctuation, rhythm, repetition, and rhyme.
3.5 Identify the speaker and recognize the difference between first- and third-person narration (e.g.
autobiography compared with biography).
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
Writing Strategies:
Organization and Focus—
1.2 Create multiple-paragraph expository compositions
Writing Applications:
2.1 Write narratives.
2.4 Write responses to literature.
2.5 Write persuasive compositions.
Written and Oral English Language Conventions:
1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of
ideas to express complete thoughts.
2
Language Arts Instructional Blueprint for Grade 6
Murrieta Valley Unified School District
Month/
Standard
August
1.1
1.2
Sept
1.4
1.1
2.1
1.3
2.2
Reading
Writing
(Vocabulary/ Literary Response and
Analysis/ Informational Text)
(Strategies & Applications)
 Selections from PH
o "The Sound of Summer
Running" pps. 4-12 (3rd
Person Narration)--use
Reader's Comp. for
Annotation
o "The Circuit" pps. 64-71 (1st
person narration)
 Boy of the Painted Cave
 ***Independent novel reading
 Selections from PH
 "Pigman and Me" pps. 180188 (Precursor to teaching
narrative writing)
 "Jeremiah's Song" pps. 3646 (1st person narration)
 "Human Footprints at
Chauvet Cave" pps. 418-421
(non-fiction)
 ***Required or independent novel
reading








Language Conventions
Description of a
scene (WL p. 35)
Review/introduce
Narrative Essay
elements
Figurative Language
Use of Dialogue


Character
description (WL p.
49)
Personal narrative
(WL p. 63)
Narrative essay
writing workshop
(WW p. 90)
District narrative
essay practice
prompts
o How to read a
prompt/


3


Listening &
Speaking
DOL/CIB Warm Up 
Spelling--lessons
from textbook (and
selection

support/workbook
as needed)
Grammar:
 Nouns
 Capitals
Large/small
group
discussions
Informal
presentations
DOL/CIB Warm Up 
Spelling--lessons
from textbook (and
selection

support/workbook
as needed)
Grammar:
 nouns
 Subjects and
predicates
 Complete
sentences
 Types of
Large/small
group
discussions
Informal
presentations
promptanalysis
Oct
3.2
2.1
3.6


Selections from PH
 “Greyling” pps. 288-294
 “The All-American Slump” pp.
494-504
*** Required or independent novel
reading






Nov
3.2
1.2
1.7
3.5
2.1
1.4
Selections from PH
o "The King of Mazy May” pps.
50-60
o “Drive in Movie” pps. 558-561
 *** Required or independent novel
reading
o A Wrinkle in Time or The
Cay (suggested core novels)



sentences
District narrative
essay practice
prompts
Conflict/Resolution
Theme
Development of
Character Traits
Personification
District Writing
Sample: Narrative
Writing Task (endof-October)


Research and
technology (WL p.
297)
Journals/Creative
writing




4
DOL/CIB Warm Up 
Spelling--lessons
from textbook (and
selection

support/workbook
as needed)
Grammar: verbs
Large/small
group
discussions
Informal
presentations
DOL/CIB Warm Up 
Spelling--lessons
from textbook (and
selection

support/workbook
as needed)
Grammar:
 Adjective
 Adverbs
Large/small
group
discussions
Informal
presentations
Dec
3.4
2.8
1.4


Selections from PH
 Poems (choose from):
 "Abuelito Who"
 "The Open Road"
 "Life Doesn't
Frighten Me"
 "Who Knows if the
Moon's"
 "Preserving a Great
American Symbol"
*** Required or independent novel
reading




Purpose and form
(WL p. 331)
Figurative language
Similes and
metaphors
Introduce Persuasive
Essay
5



DOL/CIB Warm Up 
Spelling--lessons
from textbook (and
selection
support/workbook
as needed)
Grammar:
 Prepositional
phrases
 Interject ions
 Conjunctions
Formal
presentation
Jan
2.3

2.1

Selections from PH

 "Jackie Robinson" pps. 325-328
 "Backwoods Boy" pps. 314-324

*** Required or independent novel
reading



Feb
1.3
3.5


Selections from PH Unit 6
 "Names/Nombres" pps. 228228
 "Eleven" pps. 465-468
 "South Paw" pps. 229-231
*** Required or independent novel
reading




Mar
2.7
3.5
1.4
3.6

Selections from PH
 "Olympic Diary" pps. 545-549
 "Breaker’s Bridge" pps. 390400
 "How the Internet Works"


Review Persuasive
Essay elements
Persuasive essay
writing workshop
(WW p. 340)
District persuasive
essay practice
prompts
Main ideas
Compare/contrast


District Writing
Sample: Persuasive
Writing Task (Early
February)
Character
description (WL p.
471)
Speaker/narrator
Foreign words


Review narrative and
persuasive essays
End-of-Year
Writing Assessment
(Before Spring


6


DOL/CIB Warm Up
Spelling--lessons
from textbook (and
selection
support/workbook
as needed)
Grammar:
 Pronouns
 Direct/Indir
ect objects
 Subject
complements
DOL/CIB Warm Up
Spelling--lessons
from textbook (and
selection
support/workbook
as needed)
Grammar:
 Simple,
compound
and complex
sentences





DOL/CIB Warm Up 
Spelling--lessons
from textbook (and
selection

support/workbook
Large/small
group
discussions
Informal
presentations
Persuasive
speech (LSW
p. 344)
Large/small
group
discussions
Informal
presentations
Large/small
group
discussions
Informal
presentations

Apr
3.6
1.4


MayJune
3.3
3.6

pps. 576-579
*** Required or independent novel
reading
Selections from PH
 “Arachne” pps. 784-788
 “Old Ben” pps. 152-158
 “Feathered Friend” pps. 159162
*** Required or independent novel
reading
 A Wrinkle in Time or The
Cay (suggested core novels)
 “D’Ai;aros Greek Myths”
(alternate reading)
Selections from PH
 “The Lawyer and the Ghost”
pps. 476-481
 “Dragon, Dragon” pps. 432-442
Break)







Review/introduce
response to
literature essay
writing
Response to
literature Writing
Workshop (WW p.
694)
CST Review/Prep


Literary analysis
Plot
Practice Response to
Literature


7

as needed)
Grammar:
 Compound
and complex
sentences
 Subject and
object
pronouns
 Proper nouns
 Punctuation
and
capitalization in
dialogue
DOL/CIB Warm Up
Spelling--lessons
from textbook (and
selection
support/workbook
as needed)
Grammar:
 Indefinite
pronouns
 Pronoun/
antecedent
DOL/CIB Warm Up
Spelling--lessons
from textbook (and
selection





Large/small
group
discussions
Informal
presentations
Oral response
to Literature
(LSW p. 698)
Large/small
group
discussions
Informal
“Becky and the Wheel-andBrake Boys” pps. 448-454
*** Required or independent novel
reading
End-of-Course Exam






Paragraphs
District Response to
literature practice

prompts
EOC Review
Multimedia Report
Writing (WW p. 806)
support/workbook
presentations
as needed)
 Using visual
Grammar:
aids (LSW p.
 Comparisons
810)
with
 Formal
adjectives
presentation
and adverbs
 Irregular
verbs
 Commas and
semi-colons
 Review
capitals
 Style
SL= Spelling Lesson in Prentice Hall Text
WW= Writing Workshop in Prentice Hall Text
VDL = Vocabulary Development Lesson in PH Text
CIB = California Item Bank
GL = Grammar Lesson in Prentice Hall Text
WL = Writing mini-lesson in Prentice Hall Text
LSW = Listening & Speaking Workshop in Prentice Hall Text
PH = Prentice Hall Textbook
**Teacher selected works from Prentice Hall that can be studied as time permits based on student need
***Novels may be read independently or as a class. One novel from the approved list should be studied by the class during
the course of the year. The teacher may incorporate this novel into the curriculum as he/she sees fit. Independent
novels may be selected from the approved list, or they may be teacher or student selected
8
6th Grade Literature-- novels from the approved list below may be used
for required or independent reading.
•
•
•
•
•
•
•
•
•
•
•
•
Bearstone
The Boy of the Painted Cave
The Book of Greek Myths
Bridge to Terabithia
The Bronze Bow
*The Cay
Homesick, My Own Story
Local News
Summer of the Swans
Tales of Ancient Egypt
Treasure Island
*A Wrinkle in Time
*Indicates required 6th grade reading (in-class or independently)
9
MVUSD Writing Assessment Program Guidelines
Grade 6
Introduction:
The purpose of this guide is to provide teachers with information and procedures
for teaching and assessing the writing genres represented on the Writing Samples
and End-of-Year Writing Assessment. Though this document focuses on the
assessed genres, it does not preclude instruction on other genres represented in
the state standards.
District Writing Assessment Information &Procedures:
 Sixth grade Writing Samples and the End-of-Year Writing Assessments will be
performed in a 2-day (block) or 4-day (regular) writer’s workshop format that
includes brainstorming, drafting, revising, and writing a final draft.
 It is highly recommended that students practice timed writing tasks
throughout the year that include brainstorming and final copy in one sitting in
order to prepare for state tests.
 The prompts, practice prompts, and rubrics for each sample are generated by
district literacy team.
 The prompts for Writing Samples 1 & 2 sometimes include anchor papers
reflecting student writing at each of the scoring levels. These can be used as a
guide when assessing student writing on these samples.
 The writing prompts will be similar to those used on the CST and CAHSEE
writing assessments.
 The writing assignments in the textbooks could be used as practice or as a
guide for completing the writing sample.
 The first two samples will be graded by the teacher using the rubrics and
anchor papers as a guide, and scores will be submitted to your site
administrator.
 The End-of-Year Writing Assessment will be evaluated by district scoring
teams.
 The score from this sample will be submitted to the district and incorporated
into the student’s Language Arts Matrix Score.

**The End-of-Year Writing Assessment will be randomly selected from any of
the two genres taught for samples 1 and 2.**
10
District Writing Assessment Timeline:
Grade
Genre 1
Teach Sept-Oct
Genre 2
Teach Nov-Feb
Review all Genres
District Writing
Sample-
District Writing
Sample-
No District
Writing Sample
Narrative Essay
Persuasive Essay
Review
Summary of Reading
Response to
Literature
Review
Response to
Literature
Persuasive Essay
Review
Late Oct
End-ofYear
Writing
Assessment
(March)
Early Feb
6
7
8
Randomly
Selected
from
Genres
Taught for
Samples
1-2
*See the Instructional Blueprints for Grades 6 Language Arts for the
integration of this assessment timeline with the Prentice Hall language arts
program. The blueprint includes corresponding writing workshops for each of
the above genres that can be used to support student writing.
11
Timed Essay Writing vs. Process Paper Writing:
Timed-essay: writing with a specific prompt, no scaffolding, no thesauruses or
dictionaries, and a limited time period.
Examples:









CST grades 4 & 7
District writing assessments
CAHSEE
Golden State Exams
New SAT
Advanced Placement Exams
Subject A (and other college entrance exams)
CBEST
Essay tests
**Students must be given ample practice throughout the grade levels in order to be
prepared to write time-essays under pressure!!
Process Paper: writing that may have a specific prompt or give the students a
choice of topics. Teacher takes students through the writing process and
provides a realistic timeline. Students receive ample scaffolding through this
process.
**Students should be given ample experiences writing process papers so that
they have time to develop their writing through composing, revising, and
rewriting multiple drafts of essays
Balancing Timed Writing and Process Writing:
 Provide models, graphic organizers, and strategies specific to a particular
genre, and practice scaffolding techniques
 Practice writing essays in the genre as a whole class and/or in small groups
 Practice writing an essay in each genre independently using all the steps of
the writing process
 Practice writing timed essays in each genre independently or in small groups
 Write timed essays for each genre independently
12
Using Rubrics to Evaluate Student Writing
Grades 6-12
The district provides rubrics which should be used when evaluating student writing
samples and end-of-year writing assessments. These are based on the CST and
CAHSEE rubrics provided by the state. These can also be used to evaluate other
student writing throughout the year. In many cases, student-friendly rubrics have
also been created by the district literacy teams. There are two primary
approaches to using these rubrics: analytical and holistic scoring.
Analytical scoring: in using the rubrics to score student writing analytically, the
rubric descriptors are used to evaluate specific aspects of the composition. The
rubric may be used as a checklist, or specific point values attributed to the
descriptors, to help students understand why the writing receives a particular
score. The teacher may also focus on only one or a few specific descriptors for
the evaluation of the writing in order to focus on those particular aspects.
Analytical scoring is typically done to facilitate instruction. Analytical scoring can
also be done with a sample population of students.
Holistic scoring: use the rubrics to holistically score student writing on all district
writing samples and end-of-year writing assessments. There are a few key
conventions to holistic scoring:
 No one aspect of the rubric should determine the student's score on the
essay. The score should be based on the reader's overall impression of the
writing, with the descriptors functioning as a general guide to the final
score.
 Students should be awarded for what they do well rather than penalized for
what they don't.
When scoring holistically, a general rule of thumb if to follow this evaluation
sequence:
1. Read the essay and determine, on first impression, if it is an upper or lower level
paper. Upper means the student "got it," lower means they did not.
2. Once this is determined, use the descriptors to determine a specific score
within the upper range or the lower range.
Holistic scoring can be done for an entire population of students, followed by
analytical scoring of a sample population within that group to help determine
instructional goals.
13
Rubric Scores/Grades:
 It is important to remember that CST and CAHSEE rubric scores do not
necessarily equate to letter grades. However, because district writing
samples, end-of-year writing assessments, and other student writing
assignments must also be given grades, the following chart can assist you in
determining scores and grades for essays when using the rubrics to score
holistically.
 These grade equivalencies do not factor in other elements you may choose to
include in a student grade, such as writing process, effort, etc.
 Keep in mind that applying the rubric to an evaluation of student writing
must take into account the time the student had to complete the essay. For
example, a timed-essay for which the student is not given time to revise and
rewrite must be evaluated as a first draft without the same expectations
that might be applied to a polished final draft of a process paper.
 For end-of-year writing assessments, a straight rubric score-grade
equivalent must be used because there are no +/- used in scoring essays.
However, for other writing assignments, you may use +/- rubric scores to
more specifically identify student performance.
1st Impression
District Score
CST/CAHSEE
Equivalent
Grade
Equivalent
Expanded
Grade
Equivalent
Upper Level
"Got It"
5
4
Advanced
4
3
Proficient
3
2
Basic
A
B
C
Lower Level
"Didn't Get It"
2
1
1
0
Below
Far Below
Basic
Basic
D
F
5
5-
4+
4
4-
3+
3
3-
2+
2
2-
1
A
A-
B+
B
B/C+
C+
C
C-/
D+
D+
D
D-
F
14
Grade 6 Writing Rubric – Narrative Essay
5
4
The Writing Clearly addresses all parts of the writing prompt.
 Demonstrates a clear understanding of purpose.
 Provides a thoroughly developed plot line and a definite setting.
 Includes appropriate strategies (e.g. dialogue; suspense; narrative action,
conflict/resolution, sensory details).
 Maintains a consistent point of view, focus, and organizational structure, including
the effective use of transitions.
 Includes a clearly presented main idea with relevant facts, details, and/or
explanations.
 Includes a variety of sentence types.
 Contains few, if any, errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors do not interfere with the
reader’s understanding of the writing.
The Writing –





3
Addresses all parts of the writing prompt.
Demonstrates a general understanding of purpose.
Provides an adequately developed plot line and a definite setting.
Includes appropriate strategies (e.g. dialogue; suspense; narrative action).
Maintains a mostly consistent point of view, focus, and organizational structure,
including the effective use of some transitions.
 Presents a main idea with mostly relevant facts, details, and/or explanations.
 Includes a variety of sentence types.
 Contains some errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors do not interfere with the
reader’s understanding of the writing.
The Writing Addresses only parts of the writing prompt.
 Demonstrates little understanding of purpose.
 Provides a minimally developed plot line and a setting.
 Attempts to use strategies but with minimal effectiveness (e.g. dialogue; suspense;
narrative action).
 Maintains an inconsistent point of view, focus, and/or organizational structure,
which may include ineffective or awkward transitions that do not unify important
ideas.
 Suggests a main idea with limited facts, details, and/or explanations.
 Includes little variety of sentence types.
 Contains several errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors may interfere with the
reader’s understanding of the writing.
15
2
The Writing Addresses only one part of the writing prompt.
 Demonstrates no understanding of purpose.
 Lacks a developed plot line.
 Fails to use strategies (e.g. dialogue; suspense; narrative action).
 Lacks a point of view, focus, organizational structure, and transitions that unify
important ideas.
 Lacks a main idea but may contain marginally related facts.
 Includes no sentence variety.
 Contains serious errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors interfere with the reader’s
understanding of the writing.
1
The Writing Does not address the writing prompt.
 Has no purpose.
 Has no plot line.
 Has no strategies.
 Lacks a point of view, focus, and organizational structure.
 Lacks a main idea.
 Includes incomplete sentence structure.
 Contains serious errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors create confusion or make
the essay nearly unintelligible..
16
Middle School Writing Rubric- Narrative
5
My Writing Has a well developed order of events with a beginning, middle and end
 Has main and minor characters and a setting
 Includes strategies such as dialogue, suspense and narrative action
 Includes many different sentence types and rich vocabulary
 Contains smooth transitions that tie paragraphs and ideas together
 Includes a clear central idea with supporting details, facts or explanations
 Discusses all the issues presented in the writing prompt and has a consistent
point of view
 Contains few errors in spelling, punctuation, and capitalization (these errors
do not get in the way of the reader’s understanding of the writing).
4
My Writing Has an order of events with a beginning, middle and end
 Has main and minor characters and a setting
 Includes strategies such as dialogue, suspense and narrative action
 Includes different sentence types and varied vocabulary
 Contains transitions that tie paragraphs and ideas together
 Includes a central idea with mostly related details, facts or explanations
 Discusses all the issues presented in the writing prompt
 Contains some errors in spelling, punctuation, and capitalization (these
errors do not get in the way of the reader’s understanding of the writing).
3
My Writing Has minimally developed order of events
 Has main and minor characters and a setting
 Tries to use strategies but with limited effectiveness (dialogue, suspense
and narrative action)
 Includes limited sentence types and vocabulary
 May have ineffective transitions that do not tie paragraphs and ideas
together
 Suggests a central idea with limited details, facts or explanations
 Discusses only some of the issues presented in the writing prompt
 Contains several errors in spelling, punctuation, and capitalization (these
errors may get in the way of the reader’s understanding of the writing).
17
2
My Writing Lacks an order of events
 Shows no understanding of story elements such as characters and setting
 Fails to use strategies such as dialogue, suspense and narrative action
 Does not include different types of sentences and limited vocabulary
 Lacks transitions that tie paragraphs and ideas together
 Lacks central idea
 Discusses only one of the issues presented in the writing prompt
 Contains serious errors in spelling, punctuation, capitalization (these errors
get in the way of the reader’s understanding of the writing).
1
My Writing Has no order of events
 Has no characters or a setting
 Has no strategies such as dialogue, suspense and narrative action
 Includes incomplete sentences and poor vocabulary
 No transitions
 Lacks a central idea
 Discusses none of the issues presented in the writing prompt
 Contains serious errors in spelling, punctuation, capitalization (these errors
cause confusion or make the essay impossible to understand).
18
Sixth Grade
Practice Prompt 1
Narrative Writing Task
Directions
In this writing test, you will write a fictional story.
Scoring
Your writing will be scored on how well you:
 tell a story about a fictional event
 develop a plot with a setting and characters
 use appropriate strategies such as conflict and resolution, dialogue, suspense, and
sensory details to make your story interesting
 clearly present a main idea with relevant facts, details, and/or explanations
 use proper conventions of the English language, such as grammar, punctuation,
capitalization, and spelling
Writing the Story
Imagine that in the year 2005 the world’s technologies suddenly stop working. Write a
story about a day in the life of a person if this occurred.
Your writing will be scored on how well you:
 tell a story about a fictional event
 develop a plot with a setting and characters
 use appropriate strategies such as conflict and resolution, dialogue, suspense, and
sensory details to make your story interesting
 clearly present a main idea with relevant facts, details, and/or explanations
 use proper conventions of the English language, such as grammar, punctuation,
capitalization, and spelling
Directions (for the teacher)
In this prompt, students will practice writing a narrative essay. The writing sample is scheduled
by the teacher and can be completed as a process paper in writer’s workshop format, an
additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at
teacher discretion.
Use the rubric for the narrative writing as a guide for evaluating this composition.
19
Sixth Grade
Practice Prompt 2
Narrative Writing Task
Directions
In this writing test, you will write a narrative composition.
Scoring
Your writing will be scored on how well you:
 tell a story about your experience
 develop a plot with a setting
 use appropriate strategies such as conflict and resolution, dialogue, suspense, and
sensory details to make your story interesting
 clearly present a main idea with relevant facts, details, and/or explanations
 use proper conventions of the English language, such as grammar, punctuation,
capitalization, and spelling
Writing the Story
Think of a childhood experience that you will always remember. Write a story about this
experience and show why the experience is so memorable for you.
Your writing will be scored on how well you:
 tell a story about your experience
 develop a plot with a setting
 use appropriate strategies such as conflict and resolution, dialogue, suspense, and
sensory details to make your story interesting
 clearly present a main idea with relevant facts, details, and/or explanations
 use proper conventions of the English language, such as grammar, punctuation,
capitalization, and spelling
Directions (for the teacher)
In this prompt, students will practice writing a narrative essay. The writing sample is scheduled
by the teacher and can be completed as a process paper in writer’s workshop format, an
additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at
teacher discretion.
Use the rubric for the narrative writing as a guide for evaluating this composition.
.
20
Sixth Grade
District Writing Sample 1
Narrative Writing Task
Directions
In this writing test, you will write a narrative composition.
Scoring
Your writing will be scored on how well you:
 tell a story about your experience
 develop a plot with a definite setting
 use appropriate strategies such as conflict and resolution, dialogue, suspense, and
sensory details to make your story interesting
 clearly present a main idea with relevant facts, details, and/or explanations
 use proper conventions of the English language, such as grammar, punctuation,
capitalization, and spelling
Writing the Story
Think of a time when you had to do something that you did not want to do but learned a
valuable lesson in the end. Some examples could be working on a school project you
dreaded, moving to a new city, town, or school, going away to camp, or going on a family
trip. Be sure to describe your reasons for initially not wanting to participate in the event.
Write about the events that unfolded before and during the situation. Be sure to end your
story with the lesson you learned and how it has affected you.
Your writing will be scored on how well you:
 tell a story about your experience
 develop a plot with a definite setting
 use appropriate strategies such as conflict and resolution, dialogue, suspense, and
sensory details to make your story interesting
 clearly present a main idea with relevant facts, details, and/or explanations
 use proper conventions of the English language, such as grammar, punctuation,
capitalization, and spelling
21
Directions (for the teacher)
In this prompt, students will be writing a narrative story. The writing sample is scheduled by the teacher and should
be done in a grade appropriate writer's workshop format. Students may create their own graphic organizer.
Students are to write on lined-paper that is typically used. Dictionaries (personal or published) are not allowed for
reference. One-on-one assistance is not allowed.
Scoring will be done by the teacher using the narrative rubric as a guide.
22
Sixth Grade
Sample 1 – Narrative Writing Task Anchor Papers
(To be used by teachers for evaluating samples—do not share with students until
after they have completed the assessment)
Score 5:
Something that I didn’t want to do, but ended up learning a lesson in the end, was performing in a piano
recital. It was really scary, but I made it through. I had been in recitals before, but it seemed to me that the
younger I was, the easier it was to perform. I remember my first performance (when I was 7 years old) I
wasn’t scared at all. Four years later, I was frantic.
I know you’re probably wondering, “Why were you so scared?” Well, I’ve got quite a few reasons. One
was that I was scared I would mess up. The year before I did, and I actually cried! I also got worried that I
would forget my entire song and everyone would laugh at me. There’s also that hidden fear that you’ll be the
worst performer there and even though my teacher is very, very kind and sweet, I though that I might
disappoint her. Now I know that most performers are and were scared, but when you’re actually in the situation
you don’t think about what other people are thinking.
Many things happened throughout the entire “performing process.” Before it started, I worried—A
LOT, practiced my music, and watched all the other pianists perform exceptionally. During my big debut, I
trembled, started to sweat, and focused intensely on my song only. After the whole ordeal, I was very proud of
myself because I realized that I had done an incredible job. Not only did my family, friends, and teachers
compliment me, but people that I didn’t even know were coming up to me!
That night as I lied in bed, I realized I had learned a lesson. It was that whatever the situation is, I
should go for it with hope, not fear. I also learned that if I had indeed messed up, people wouldn’t have laughed
at me. For one, it’s not proper in concert etiquette, and two, they really care about me. I just have to go out
there and give it my all.
So there you have it. I didn’t want to be in a piano recital because I was scared. Everyone has some
fear, whether they say it or not. It could be from being scared to pet a kitten, or being scared to go skydiving.
No matter what you’re afraid of, or just don’t want to do, do it. After all, if I hadn’t performed at the recital
just because I didn’t want to, I would have been mad at myself for a long time. So go for it…face those fears!
Commentary:


Exceptional writing with a wide variety of sentences and good use of grammar, spelling and punctuation
Clearly addresses all parts of the prompt in above grade level manner
23
Sixth Grade
Sample 1 – Narrative Writing Task
Score 5:
“Oh, gosh, I hope I get sick,” I thought, “Somebody pinch me and tell me it’s a dream!”
But no, it wasn’t. Middle school was only a few days away, and I did not want to go! Period! I was so
stressed. My “elementary life” was crumbling away. I felt worser and worser by the minute. I kept thinking,
“What if my teachers are the worst ones ever?” “What if all I have time to do is homework?” and the most
important of all my questions, “What if I don’t know a single soul?”
Unfortunately, I wasn’t sick on the dreaded day. Nervously, I sat on the curving stairs in my house with
my navy blue backpack next to me. That’s what Katie arrived for carpooling. Together we had our share of
nervous breakdowns. As soon we had finished our five-minute drive, my friend Katie and I walked through the
school gates, where I saw a sight that could’ve sent me sprinting straight home. Only a couple faces looked
familiar. I was going to school with strangers, and I didn’t like it one bit.
As we waited those forty minutes under the gazebo waiting for school to begin, Katie started
introducing me to people like crazy! I was being pulled into a black hole of dizziness, but at least I was meeting
people! Right in the middle of yet another introduction, the horrible sound of the school bell rang. I slowly
walked to my teacher’s, or Mr. Dyer’s classroom. I was dreading each moment. As the day went by, I decided I
liked all of my teachers. And, the best part was, that I didn’t have that much homework to do!
Driving home with Katie, we talked about our first day of Shivela Middle School. I decided that I liked
Middle School, and learned that being a worrywart causes a lot of stress, and there’s no need for it.
Now I enjoy middle school very much and I’ve met a lot of people. It’s funny what worrying can do to
you. Everything turned out all right, and I’m glad I go to Shivela Middle School.
Commentary:





Clearly addresses full prompt
Shows a clear understanding of purpose
Develops plot/setting and uses strategies
Few errors that don’t interfere with understanding
Writing style is above grade level (entertaining and spontaneous!)
24
Sixth Grade
Sample 1 – Narrative Writing Task
Score 4:
One regular day back in the fifth grade, I found a band flier sitting on my desk. To me, it was just any
old flier but it was actually likely to be part of my future. I wasn’t interested in joining band, but all of the
sudden, something told me. I should hold onto the paper just in case. It was a bad sign in my case when my mom
looked at the band flier. It was obvious that my mom was going to have me join band.
My mom suggested we go to the school band meeting to get some information. I was very hot and sweaty
after the long walk to E. Hale Curran. My mom told me to go wash up. In the bathroom, I was struggling to find
an excuse to get out of band. The thought of having to play an instrument everyday scared me.
The information at the band meeting didn’t capture my interest that well. In fact, it sort of made me
more nervous. I like my life to be simple and easy. When the thought of being in band occurred to me, I was
worried about my life’s challenges being enhanced. The idea of having to keep a balanced practice schedule
makes me nervous.
To be perfectly honest, I’m the kind of guy who likes to goof off. It’s easier to do something you don’t
want to do when a family supports you. I felt much more confident about band when my dad told me a bass
guitar was an optional instrument. I like to look at a bass guitar as a goof-offy instrument. The decision about
band came to me right then.
It took a while to memorize the string bass notes. I was a little worried about band at first. But pretty
soon, the memorization became easier and easier. I started out playing the bass slowly. After a while, keeping
up with songs became easer as well. Now a days, I’m zooming through my music in a snap! It makes me feel good
when I remind myself that a valuable skill has come to me.
Commentary:



Addresses all parts of the writing prompt in a creative way
Just adequately develops the plot line
Writing is simple but mechanically sound: good spelling, grammar, punctuation
25
Sixth Grade
Sample 1 – Narrative Writing Task
Score 4:
“How am I going to do this?” I thought frantically. “I’ve got to think harder!” I exclaimed. I had just
signed up for football thinking it would be fun, then I saw a couple of my teammates. Everything I thought
would be fun about football dropped at light speed, and maybe even faster than that!
I started thinking. I thought so hard that my brain started to feel numb. Finally I got something. “All I
saw were two teammates,” I said to myself, “the rest could be my size.” I then got a little relief that would
soon be broken. The first practice was coming up and I was in for a surprise.
“There bigger than the other guys!” I thought in awe. The boys I saw were considered one of the
smallest on the team! It was only a few minutes into my fist practice and already I was discouraged.
As the months went by I got better and better. We played teams like San Diego and Fallbrook. But one
game changed my whole perspective on the situation.
It was Saturday, and I was at the football field for a game. I could smell the wet grass and mud in the
air. It was very dewy. You could feel the moisture in the air. I was getting weighed and then I saw a player on
a different team my size. I was in awe. After that I never felt discouraged about my size.
I learned that small people can do big things. I never felt discouraged again about that. Being small
doesn’t mean you can’t do big things.
Commentary:



Clearly addresses the prompt with a very creative intro and nice use of dialogue and a variety of facts
and details
Contains some mechanical errors
Plot line isn’t that long, but it’s adequately developed
26
Sixth Grade
Sample 1 – Narrative Writing Task
Score 4:
It was the beginning of fifth grade when my teacher told us about a program called D.A.R.E. I didn’t
want to do it, but all of my classmates, me included, had to. It was 10:00am on a Tuesday when a man named Sgt.
Vrooman walked in the classroom door. “Hi guys and girls how are you? I’m Sgt. Vrooman!” he said clearly as he
wrote his name on the board. “I’m your DARE officer and will be for the rest of the school year, the books I’m
handing out are called D.A.R.E. booklets.” “These help you understand the meaning of D.A.R.E.” As he talked
about what D.A.R.E. meant, I practically fell asleep!
“This is boring!” I muttered under my breath. Finally the snack bell rang, and we all ran out of the
classroom. As I waited for my friends, Nicole, Katelyn, and Jennifer, Sgt. Vrooman walked by me, I got scared
when I saw his gun and his silver handcuffs. When my friends came out I said “what a boring class, all he talked
about was drugs!’ “Erin, it wasn’t boring it was cool, weren’t you listening? He talked about how cool it was to be
a police officer and why drugs are bad!” “Who cares, I think it was boring.”
Three whole months had passed it was April 24, 2003. “I understand how D.A.R.E. helps us Sgt.
Vrooman, I just wish that it was also running when my Dad was a kid. “Why do you wish that Brook?” “When my
Dad was twenty-two he took drugs and got in a car crash and almost died, I’m very lucky today.” “Yes you are”
he said. The bell rang and everyone left except for me and my friends. “Erin?” “Come on” “Hold on, I’ll be out in
a minute.” As my friends waited suspiciously, I asked Sgt. Vrooman why he never took drugs his whole entire
life. He sat down and told me his brother died from smoking marijuana when they were young. “Even though it
was thirty years ago, I’m still very mad at them.”
As I walked to eat snack I realized what D.A.R.E. not only meant Drug Abuse Resistance Education, but
it also meant a lot of other things too. I met my friends at the tables and told them what Sgt. Vroom said.
They were sad. I watched the kids on the play ground and thought about how some will take drugs, some will
drink alcohol. The bell rang so we all went to line up.
The last day of D.A.R.E. came and we all loaded up onto the bus. We settled down and the bus drove to
Chavala Elementary School. When we got there we unloaded and we lined up in alphabetical order. We sat down
on the seats that said Cole Canyon Elementary. Then soon they called my class up to get our certificates. When
I walked by Sgt. Vrooman, he smiled and said “Good job Erin, good job.”
I’m now in sixth grade at Thompson Middle School. It is a great school, I have good teachers, a nice
principal, and supportive friends. I learned a lot of new things from D.A.R.E. I also learned a valuable lesson,
life is a valuable thing, and you probably should try not to waste it on bad things. You only get one chance at life,
don’t use it up on drugs and bad decisions.
Commentary:




Excellent writing skill: grammar, spelling, good use of dialoge and variety of sentences
Very effective transitions with a well developed plot
Addresses all parts of the writing prompt with the exception of tying in the effect of the lesson learned
Weak conclusion that doesn’t readdress the prompt
27
Sixth Grade
Sample 1 – Narrative Writing Task
Score 3:
I learned a valuable lesson going to summer camp. I didn’t want to go to summer camp, but my parents
thought it would be good for me. I didn’t want to go because I heard the girls there were mean. Last year I
didn’t go because none of my friends were going. This year I decided to find out why the girls were mean, I
decided to attend summer camp.
A week later I packed my bags to go on the summer camp. My friends Gen, Kayla, and Charess, were
going to summer camp too. My friends and I were meeting up at the office at 2:00pm. My friends and I got to
see our cabin.
Gen, Kayla, Charess, and I had the same cabin. There were six other girls. The girls names were Katie,
Jacky, Ashly, Jessica, Samantha and Anie. Ashly and Jessica have blonde hair. Samantha, Katie and Anie have
brown hair. Jacky has black hair.
Gen, Kayla, Charess and I were in the cabin for a while playing games. The girls came in and I got
terrified. Anie said “Hi.” We replied “Hi” in a low voice. “Why are you guys inside,” Ashly said. “We don’t know
anyone here,” Kayla said. “Do you want to play with us,” Jacky said. “Sure,” Chares said. So we all went outside
and played.
The lesson I learned was not to judge people if you don’t know them. The girls turned out to be really
nice. I don’t know why I was scared. My friends and I felt pretty bad that we thought that they were mean. I
have also learned that you should not listen to rumors and gossip. In this case the thing I heard were not true.
I will definitely go next year.
Commentary:



Addresses the prompt quite well with sensory detail and some dialogue
Writing mechanics and spelling errors are present and apparent
Limited variety of sentences, facts and details
28
Sixth Grade
Sample 1 – Narrative Writing Task
Score 3:
I know every person hates cleaning their room. Well one day that happened to me. It was on a hot
summer day at home in Capistrano Beach. My mom told me I had to clean my room. I hated, no dreaded the
days my mom said, “Clean your room.” The reason I had to clean my room are so that I could find things. It also
looks better, and I can find clean clothes that I throw on the floor when I need them.
Well anyway my mom told me that at about twelve o’clock and I was just listening to music for two hours.
Then she comes in and starts yelling at me! So after she yelled at me I just started to make my bed and read a
book.
It was three thirty when I finished the book. Finally I got bored and I picked up my horrid, smelly
clothes and threw them in my hamper. After that I pushed everything on the sides of my room. Then I turned
on my music and started dancing. After a while I got tired and went out in the living room to watch TV.
“Did you finally finish cleaning your room?” my mom asked.
“Umm, yeah,” I answered.
“Okay, I’ll go check,” she said.
“No Mom don’t!” I screamed. “It’s not finished,” I told her.
So I went to my dirty room and cleaned it because my mom was watching everything I did. But if she
wasn’t watching me I would not be cleaning it.
I hated cleaning my room. But as I look back to the time I cleaned my room, I realized I was very happy
my room. The lesson I learned was that if I do what I’m told I can have fun instead of being yelled at.
Commentary:





Nice writing style: good use of varied sentences, dialogue and narrative action
But some confusing parts that don’t flow
Does contain several mechanical errors
Addresses the prompt quite well
Story doesn’t have very interesting plot line but writing skills are close to grade level
29
Sixth Grade
Sample 1 – Narrative Writing Task
Score 3:
One day after school as I was sitting on the couch watching television my mom and dad came into the
room. They turned off the television and said that we were going to move. I was very sad. I didn’t want to
leave all of my friends.
The next day I went to school and told my friends that I was going to move. They didn’t want me to
move either. After school I went to my friends house and told her that I was going to move. She was my friend
of eleven years. Of course she has known me for eleven years.
I kept on complaining to my parents on how I didn’t want to move. My sister felt the same way. We
were both very disappointed. We had so many friends there. Some of my friends I have known since I started
school.
So we eventually moved. We had to build the house and it took ten months! In the end I went to a good
school and made good friends!
Commentary:



Doesn’t address prompt adequately
Writing is undeveloped and uses very few strategies leading to minimal effect
Several grammar errors
30
Sixth Grade
Sample 1 – Narrative Writing Task
Score 2:
I was in Oregon at a dirt biking track. I was amazed I had never seen such a huge track. The track was
freshly watered and it was three quarters of a mile long.
I was nervise this race was to see if I was going to get sponserd. I was working on my bike when one of
the spocerers from Fox came up to me and told me that he had seen me race and I was probably going to get
sponcerd from Fox. I got relly ancous relly siked.
Next the leder of Fox racing came up to me to tell me that he had seen me racing in Californya and he
said he would really like to have a racer like me on his team. It was awsom. I thought I was going to get
sponcerd by Fox.
The guy at the stand thing called my group to race. I was felling that it was going to be ecy but I was
ancause and even more nervise than before. I was on my bike at the starting gate the guy seas on your mark get
set go. We were off. I was in second place talling first we hit the fist bump I get at least 20 feet over the guy
in first. I landed ten feet in front of him. I was in the leed I felt so confident. Then I hit the next jump. I do
taber top but I did it to eriv I hit the top of the jump. I flew off the bike and I landed on my knee and a bone
inside shaderd there another bike rider landed on it. I got taken out of the track the doc said it was over.
I learned that I need to stop being so coky. I need to fokes on the reace and then the sponcers from
Fox came over and to say that they wanted to sponcer me. And so now I am sponcerd.
Commentary:



Too many grammar/punctuation errors to score above a 2.
Doesn’t address the entire prompt
He does a good job of telling a story, but lacks the grammatical accuracy to qualify for a higher scored
writing skills
31
Sixth Grade
Sample 1 – Narrative Writing Task
Score 2:
“Harry” up Lizbeth to put your close on boxes because we are going to move to Hemet. And I sad “I
don’t want to move to Hemet because I’m going to live. My friends and it is going to be hard. And I’m going to
cry. And I’m going to stay with my aunt. And then my mom tell me but you are going to make better friends.
And then I fill better but I was a little nervous but then it past one month and it was the day to move
and. Then my dad came with the truck and. Then my mom and dad tell me to help them to bring all the things in
the garish and then we finish putting the stuff on the truck and then we went to the house that we are going to
move.
And finally we move, in to the other house and it was much bigger thane the athore one. And then we
clin the athore house and everything.
And then my room to and ten it was time to go to school. And that was cain of scarry but I learn
something that I don’t have to be nervous about everything. And that’s my story.
Commentary:




Serious spelling, punctuation and grammar errors
The prompt is addressed fairly well throughout the story
Fails to use strategies such as dialogue, suspense
Plot was developed and followed through, it was mostly the poor mechanics and lack of detail that kept it
at a 2
Score 2:
It was a fine day. I thought it was going to be the best day ever. When I got home I went up stairs and
saw my stuff was gone. I asked ‘If we were remodling the house my parents said “No!” were moving.
I ran up and down the stairs crying. Then stoped and looked in my room to see nothing but white walls. I
asked my parents when we were moving they said next week. I went to tell all my friends good bye.
When I got to school the next day I told my teachers goodby. And my friends. I did all my homework
then ate dinner.
Commentary:




The prompt is addressed to a point
Writing skills are basic, but pretty good
Doesn’t develop the story or plot
Lacks and understanding of the purpose of the essay
32
Sixth Grade
Sample 1 – Narrative Writing Task
Score 1:
The day was Friday when I had to take out the stinky trash. I had to go to everyone’s bathroom to
collect the trash cans. Then I went to everyone’s room to get their trash cans. It was to get my trash can
because my room looked like a pig pen. When I finally got all the stinky trash cans that had diapers, candy
wrappers, and all kids of strange things that I can’t even explain. After I collected everyone’s trash cans and
the bathroom trashcans I put the trash into the trash bag. I took the trash bag out of the trash and walked
outside to the trash barrels and put the trash in. Then I had to take the barrels out to the curb for the trash
truck. As I took the trash barrels out I said “I wish, I never had to do this because this trash stinks.” After
all that was done I got paid by my mom then I thought about what I learned. I learned that you do things you
could an award.
It was Friday when I had to take out the trash again. Once again I did the same thing I went and got all
the stinky trash cans and put them in the trash bag, took the trash bag outside and along the way the trash bag
broke so I had to get a new trash bag and put the trash in there then I put the trash bag in the red barrel and
took them out to the curb and went back inside the house then my mom said “take out the recycle.” So I went
back out in the cold night and put the recycle in the blue barrel. Then went back inside got a drink sat down and
watched to horror movie. Friday the 13 th VIII Jason Takes Manhattan. In the middle of the movie my mom
asked me if I could take can full of diapers out to the trash so I did. They were really stinky. I walked outside
took the diapers to the trash and went back inside to finish the movie.
Commentary:



Doesn’t address the prompt, at all
Has not purpose, strategies or plot line
There’s no point to this story, and it can’t be tied to the prompt in any way. The writing skills are okay
33
Sixth Grade
Sample 1 – Narrative Writing Task
Score 1:
The setting takes place in my yard. The characters are my parents, and me. The story is about me
having to do lots of work everyday. Even when I already have a friends over. They have to leave when I am
playing with them. I feel like I do the most work around the house. That’s what I don’t want to do.
I told my parents I have to much work they said well actually my dad said when.
Commentary:




Doesn’t address the prompt
Doesn’t develop the story
Lacks plot line, strategies and purpose
Way too short; completely undeveloped
Score 1:
I was getting in truble at school, so after a fuwe monthes I was exspelled hafe waye thoughth 3 rd grade.
The school wanted to send me to county. My step dad said he’s not going to county he’s going to cobroue in
sandyagoe, on shelter ilend.
So I paked up my stuff and got in my truke and went to sandy agoe. I didn’t want to go. I wanted to go to
Avaxsat but my mom did not let me go to that school.
Commentary:




Serious spelling, grammar and punctuation errors which make it difficult to read at all
Doesn’t address prompt
Lacks development of story
Doesn’t address the purpose of the story
34
Grade 6 Writing Rubric – Persuasive Essay
5
The Writing Addresses all parts of the writing task.
 Demonstrates a clear understanding of purpose and audience.
 Strongly defends a position with precise and relevant evidence, facts, details, and/or
explanations, differentiating between facts and opinion.
 Convincingly addresses the counter argument.
 Maintains a consistent point of view, focus, and organizational structure, including
the effective use of transitions.
 Includes a variety of sentence types.
 Contains few, if any, errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors do not interfere with the
reader’s understanding of the writing.
4
The Writing –







3
Addresses all parts of the writing task.
Demonstrates a solid understanding of purpose and audience.
Generally defends a position with adequate and relevant evidence, facts, details,
and/or explanations, differentiating between facts and opinion..
Addresses the counter arguments.
Maintains a mostly consistent point of view, focus, and organizational structure,
including the effective use of some transitions.
Includes a variety of sentence types.
Contains some errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors do not interfere with the
reader’s understanding of the writing.
The Writing Addresses parts of the writing task.
 Demonstrates understanding of purpose and audience.
 Defends a position with some evidence, facts, details, and/or explanations.
 May address the counter arguments.
 Maintains an inconsistent point of view, focus, and/or organizational structure,
which may include ineffective or awkward transitions that do not unify important
ideas. Maintains multi-paragraph structure.
 Includes little variety of sentence types.
 Contains several errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors may interfere with the
reader’s understanding of the writing.
35
2
The Writing Minimally addresses the writing task.
 Demonstrates little understanding of purpose and audience.
 Defends a position with irrelevant evidence or with only marginally related facts.
 Fails to address the reader’s concerns, biases, and expectations.
 Lacks a clear point of view, focus, organizational structure, and transitions that
unify important ideas. May not include multi-paragraph organization.
 Includes no sentence variety.
 Contains serious errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors interfere with the reader’s
understanding of the writing.
1
The Writing Does not address the writing task.
 Demonstrates no understanding of purpose and audience.
 Fails to defend a position.
 Fails to address the reader.
 Lacks a point of view, focus, and organizational structure.
 Includes incomplete sentence structure.
 Contains serious errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors create confusion or make
the essay nearly unintelligible.
36
5
Middle School Writing Rubric- Persuasive Essay
My Writing Has a clear position that is either for or against the issue
 Has strong support, such as evidence, facts, opinions and examples
 Includes many different sentence types and rich vocabulary
 Contains smooth transitions that tie paragraphs and ideas together
 Mentions a counter argument (opposite position on the topic) and explain its
weaknesses
 Has effective multi-paragraph organization and a strong closing that ends the
paper and ties the whole paper together
 Contains few errors in spelling, punctuation, and capitalization (these errors do
not get in the way of the reader’s understanding of the writing).
4
My Writing Has a position that is either for or against the issue
 Has support, such as evidence, facts, opinions and examples
 Includes different sentence types and varied vocabulary
 Contains transitions that tie paragraphs and ideas together
 Mentions a counter argument (opposite position on the topic)
 Has multi-paragraph organization and a closing that does more than restate the
introduction
 Contains some errors in spelling, punctuation, and capitalization (these errors do
not get in the way of the reader’s understanding of the writing).
3
My Writing Has a position that may be either for or against the issue
 Has little support, such as evidence, facts, opinions and examples
 Includes very few types of sentences and simple vocabulary
 May contain ineffective transitions that do not tie paragraphs and ideas together
 May mention a counter argument (opposite position on the topic)
 Has multi-paragraph organization and has a closing that may only restate
introduction
 Contains several errors in spelling, punctuation, and capitalization (these errors
may get in the way of the reader’s understanding of the writing).
2
My Writing May or may not have a position that is either for or against the issue
 Fails to support position with evidence, facts, opinions and examples
 Does not include different types of sentences and limited vocabulary
 Lacks transitions that tie paragraphs and ideas together
 Fails to mention a counter argument (opposite position on the topic)
 Lacks a closing and multi-paragraph organization
 Contains serious errors in spelling, punctuation, capitalization (these errors
get in the way of the reader’s understanding of the writing).
37
1
My Writing Fails to support position
 Has no support, such as evidence, facts, opinions and examples
 Includes incomplete sentences and poor vocabulary
 No transitions
 Fails to mention a counter argument (opposite position on the topic)
 Has no closing
 Contains serious errors in spelling, punctuation, capitalization (these errors cause
confusion or make the essay impossible to understand).
38
Sixth Grade
Practice Prompt #1
Persuasive Writing Task
Directions
In this writing test, you will write a persuasive composition.
Scoring
Your writing will be scored on how well you:
 state your position on the topic
 describe the points in support of your position, including examples and other evidence
 anticipate and address readers’ concerns and arguments against your position, and include
counter arguments
 use correct grammar, punctuation, capitalization, and spelling
Writing the Persuasive Composition
Each of us has somebody in the family, possibly even yourself, who deserves an award.
Hopefully, the award can be positive like "The Best Mom," The Greatest Dad," "The Top
Helper," "Best Cook," "The Great Gardener" or the like. Of course, it could be somewhat
negative like "The Royal Pain," "The Sloppiest Bedroom Award" or "Always on the Telephone
Award." Your job is to write a multi-paragraph essay about the award you would give to a
deserving family member. Give convincing reasons that support your opinion and address the
concerns of those who would argue against your position. Explain your reasons with specific
details.
Your writing will be scored on how well you:
 state your position on the topic
 describe the points in support of your position, including examples and other evidence
 anticipate and address readers’ concerns and arguments against your position, and include
counter arguments
 use correct grammar, punctuation, capitalization, and spelling
Directions (for the teacher)
In this prompt, students can practice writing a persuasive composition. The writing prompt is scheduled
by the teacher and can be completed as a process paper using writing workshop, a timed essay, or simply
as a prompt analysis/discussion. Use of this prompt is at teacher discretion.
Use the persuasive writing rubric as a guide to evaluating this composition.
39
Sixth Grade
Practice Prompt #2
Persuasive Writing Task
Directions
In this writing test, you will write a persuasive composition.
Scoring
Your writing will be scored on how well you:
 state your position on the topic
 describe the points in support of your position, including examples and other evidence
 anticipate and address readers’ concerns and arguments against your position, and include
counter arguments
 use correct grammar, punctuation, capitalization, and spelling
Writing the Persuasive Composition
Think about where people live. People live in small towns, large towns or even big cities. Some
people live on farms or in houses in the country. Think about where it is best to live and why. It
could be where you live now or a place that you have visited. The newspaper is sponsoring a
contest for people to write about their favorite place to live. They will print the paper that gives
the best reasons. Choose the one place where you would like to live and try to persuade people
that it is the best place to live. Give convincing reasons that support your opinion and address
the concerns of those who would argue against your position. Explain your reasons with specific
details.
Your writing will be scored on how well you:
 state your position on the topic
 describe the points in support of your position, including examples and other evidence
 anticipate and address readers’ concerns and arguments against your position, and include
counter arguments
 use correct grammar, punctuation, capitalization, and spelling
Directions (for the teacher)
In this prompt, students will practice writing a persuasive composition. The writing prompt is scheduled
by the teacher and can be completed as a process paper using writing workshop, a timed essay, or simply
as a prompt analysis/discussion. Use of this prompt is at teacher discretion.
Use the district persuasive writing rubric as a guide to evaluating this essay.
40
Sixth Grade
District Writing Sample 2
Persuasive Writing Task
Directions
In this writing test, you will write a persuasive composition.
Scoring
Your writing will be scored on how well you:
 state your position on the topic
 describe the points in support of your position, including examples and other evidence
 anticipate and address readers’ concerns and arguments against your position, and include
counter arguments
 use correct grammar, punctuation, capitalization, and spelling
Writing the Persuasive Composition
The school board of your district is considering the enforcement of a uniform dress code. They
believe that greater student academic achievement can be attained if the focus on student
clothing is taken away. Experts in the field of education are in agreement with them. The school
board is seeking your input on this prior to making a decision. Your job is to write a multiparagraph essay to the school board to convince its members to either support or reject this
uniform dress code. Give convincing reasons that support your opinion and address the concerns
of those who would argue against your position. Explain your reasons with specific details.
Your writing will be scored on how well you:
 state your position on the topic
 describe the points in support of your position, including examples and other evidence
 anticipate and address readers’ concerns and arguments against your position, and include
counter arguments
 use correct grammar, punctuation, capitalization, and spelling
Directions (for the teacher)
In this prompt, students will be writing a persuasive composition. The writing sample is scheduled by the teacher
and should be done in a grade appropriate writer's workshop format (up to three block periods or 6 regular
periods). Students may create their own graphic organizer. Students are to write on lined-paper that is typically
used. Dictionaries (personal or published) are not allowed for reference. One-on-one assistance is not allowed.
Scoring will be done by the teacher using the persuasive rubric as a guide.
41
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
(To be used by teachers for evaluating samples—do not share with students until
after they have completed the assessment)
Score 5:
Whether or not students should wear uniforms has been debated and disputed. Now, us the students
have been asked to state our opinion. Well, I for one say NO!!! my reasons are fair and substantial, so here
they are. One, they are way too expensive at three to four hundred dollars per uniform. Some low income
families will not be able to afford it. Reason two, they will not reduce violence. They are inanimate objects, it is
impossible for an outfit to do anything of the sort. So students will not stop bad activities just because of what
they are wearing. Finally, reason three, uniforms will not improve students focus. They will just get them upset.
This is why I say no to school uniforms.
A very long time ago, I had choice of whether or not I wanted to go to a public school or a private one
where you were required to wear uniforms. They had said that the uniforms came to about two hundred dollars
per uniform. And since you needed about two or three uniforms a child, you can imagine how much I would have
had to pay if I went there. At two hundred dollars a uniform and I bought three sets, it would come to six
hundred dollars. Not to mention my little brother. Some people may say that students can get a summer job to
help pay for the uniforms. This however, is not fair. You can not ask students to give up a two month vacation
during the best time of the year to go and work. Obviously, they can not work during the school year because a
job on top of homework will be adding an insurmountable amount of additional stress on students. Child labor is
not and never will be a good idea, so banish the very thought of us students working.
Some people have the delusion that uniforms will alleviate violence and gang activity when it really will
not. Again, they are inanimate objects not some “super cop.” Students will not leave gangs or stop being violent
just because of what they are wearing. In fact, it will encourage them to be “bad” because they are attending a
school with over a thousand people who look exactly the same. Unless a student was caught red handed doing
something bad, they would never be identified. Would you really want that to happen?
In the past; you have said that wearing uniforms will sharpen students’ focus on school work and
studying, because they will not have to worry about what they have to wear. While not having to worry about
what to wear may lift a little stress from the students, it will also frustrate them. Students like change and
wearing the same thing everyday is not ideal. It’s like a straight jacket on our sense of creativity. Some
students will feel the need to rebel and do crazy things to their uniforms, such as put
holes in them so they would not have to wear it. Or, they will refuse to wash their uniforms. In some cases an
“A” student who cares about what they wear will drop their grades just to show their anger. In the end,
uniforms will cause a lot of controversy.
I would like to say that uniforms can help in very small frivolous ways, but overall they are a bad idea.
They are overly expensive, will not improve grades, violence or gangs, and they rob us of our freedom to choose.
To us students, uniforms are inhumane, making us feel we are all the same and we do not have nay personality or
individuality. Are you getting my drift?
Commentary:




Addresses all task and includes arguments against the opinion
Keeps a consistent point of view
Excellent mechanics with good sentence variety
Clearly well written
42
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 5:
For years it’s been noticed that students put much of their focus into clothes. Children consume much
time each morning debating on what to wear. This focus is taking away from the focus of learning. Many outfits
kids wear are distracting and sometimes not appropriate. These are the reasons the school district is
considering starting a uniform dress code.
With a new uniform dress code, nobody had to worry about what to wear each morning. The idea of
uniforms will stop the risk of fights at school. Nobody would be jealous about what someone else is wearing. No
girls would come in any distracting outfits that pull kids away from their schoolwork. Certain outfits can get
kids into big trouble.
Of course, when this new dress code starts, most kids won’t be too happy. Students want the right to
be unique in their own clothing. Of course, if everybody on campus wears the same clothes, there would be
fewer social problems. Nobody would ever feel left out of a certain style thanks to new uniform dress code. To
make the school students as comfortable as possible with this new change, the uniforms don’t have to look too
nerdy or tight.
Several outfits kids wear at school are very distracting. The new uniforms that people will wear at
school wont’ be inappropriate at all. Also, piercings are hazardous to safety in P.E. The uniform dress code
won’t allow piercings or tattoos of any kind. Other clothes such as sandals and tank-tops won’t be allowed due to
pain hazards or exposure of certain body parts.
The distractions of school outfits is not good for appropriate and good education. Jealousy on campus is
starting school fights. With uniforms, seventh and eighth grade girls wouldn’t come to school with tighter
clothes that almost expose private body parts. Less kids would come to detention due to clothes with dirty
words written on them. These are all the reasons to start wearing uniforms at school.
Commentary:



Excellent job stating opinion and counter pointing with possible arguments against
Well written using good grammar, spelling and punctuation with good sentence variety
Clearly addresses prompt throughout
43
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 5:
I am completely in support of the school board giving my school a uniform dress code. There are many
reasons why we should have uniforms. There have been proof that schools with uniforms have higher test
scores. It takes the stress of what to wear and makes them think of grades instead. With uniforms, parents
can save money when they buy uniforms because they waste much more money on designer clothes. Also, you are
at school so you can learn not just to dress cool.
Uniforms can help a school in its academic areas. You might think academics has nothing to do with
uniforms, but it does. If they can stop caring about clothes and than they can use this brain for education.
With education, you can almost do anything. There is a student in my class named Morgan. He is struggling right
now, but he said that when he had uniforms he got straight A’s.
If we had uniforms, parents can save a whole lot of money. You probably think it would be more
expensive buying school shorts, pants, shirts, and sweater would be more expensive, but isn’t. Parents buy kids
$30 shirts at some stores and they also need more than one of it. Kids that are poor aren’t able to go out and
buy any shirt like that. They’re only able to buy uniforms because it’s much cheaper than regular clothes.
Everyone has to remember that we are at school to learn, not just to look cool. You’re probably thinking
about anyone’s freedom of choice. We could have different varieties of uniform were there just to look cool, it
probably won’t be called a school at all. Another problem you might think if is that’s you have to wear the same
clothes over and over. You may buy many quantities of uniforms.
As you see, there are many very good reasons why my school should have a uniform dress code.
Uniforms would make my school a much better place to learn rather than a place to be ostracized for your
clothes. You only spend a fraction of the price when buying, but when you’re buying designer’s clothes. There
are many ways to solve the problem of having people not liking it by have votes for color of uniforms. School is
a place of teachers where they teach, not where they watch kids get ostracized for their clothes. I hope you
see why my school would be a better place only if we had uniforms.
Commentary:




Clearly addresses all parts of the prompt using a variety of sentences--good, strong argument
Good spelling, grammar and punctuation throughout.
Addresses possible counter arguments throughout
Clearly states purpose and uses example to support opinion
44
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 4:
I can’t believe this is happening. The school board of our district is considering enforcing a uniform
dress code. I thought about writing about how this idea is just ridiculous. But I decided to focus on something
more important. How a uniform dress code leads to oppression. And nobody wants that.
Freedom. Funny word isn’t it. Is it not true that our country was founded upon and became of this very
word? Freedom. The fist amendment of the constitution states freedom of speech, which has been translated
as freedom of symbolic speech, or freedom of expression. Which is why in this country you can burn a flag, or
even wear whatever you want. This proposal is against everything that our country was founded upon. Freedom.
It is inferior to freedom which is oppression. And nobody wants that.
Sure, they can take away our rights, but what’s next? They said their reason for a uniform dress code
was to focus. Many other things could be enforced for the purpose of focusing. We could all watch the same
TV channel for example. It would make life a lot simpler. We could all drive the same car, to focus. It would
make it safer with no distractions. But Benjamin Franklin once said, “He who gives us freedom for safety
deserves neither.” Hitler made all his people wear the same clothes and he went on to kill thousands of Jews.
But that is oppression. And nobody wants that.
The reason for a uniform dress code, they said was to focus. But to focus on what? Learning, through
education. But what is education? Ideas, the expression of ideas. And when they take way our clothes and
make us wear a uniform, they take away our ideas. It would be the opposite of education. It would lead to
oppression. And nobody wants that.
I still can’t believe some nut cases at the school board are proposing a uniform dress code. Of course,
you should know by now that I am strongly and entirely against this proposal. Because it leads to oppression and
nobody wants that.
Commentary:



Takes a very good stand/opinion is strong with lots of good, creative reasoning
Doesn’t really address counter arguments
Written quite will with few mechanical errors
45
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 4:
I am in complete disagreement that kids should have to war uniforms. I think kids should have the right
to wear what they want to. The people that want uniforms can have them if they want to. It doesn’t mean that
other kids have to wear what they don’t want to. I can’t believe the school board is even considering making kids
wear the uniforms. Plus they are making us pay for them, what if kids can’t afford it.
Kids should have the right to wear what they want to. What if they don’t even like the clothes, it
wouldn’t be fair. I know you might say it is less emphasis on clothes, but kids can wear what they want. Who
cares if they don’t fit in with the popular kids they can just fit in with their own friends. It’s not like a
popularity test.
I also believe that some kids can’t pay for the clothes. I mean the least you do is let them have some
clothes for free. How are kids gonna buy the clothes if they keep growing out of it. I think it’s a waste of
money. Also you have to wear the same type of clothes day after day until your out of school.
I am still in complete disagreement with the school board. It is not fair to some kids who don’t like the
code. The school board should make only the kids who want to wear the uniforms wear them. They don’t have to
make kids who can’t afford the clothes pay for it. Uniforms should be strictly forbidden from public schools.
Commentary:



Addresses the entire prompt but doesn’t work a counter argument on his opinion.
Few errors in mechanics; mostly good, solid writing
Grade level writing skills are apparent
46
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 4:
Have you ever been to a school where you had to wear uniforms? Well our school is thinking about
wearing uniforms and that is not ok with me. The school board does have a good point about people not being
teased as much, but it’s not just because of the way they dress. I really don’t think we should be forced to wear
uniforms. We should have a say in what we want to wear, and we should be able to express ourselves by our
clothing.
Why do we have to wear uniforms? What good will they do us? There are probably some issues that
would be solved with uniforms but how do we know for sure? Kids would probably modify the uniforms.
Uniforms also make our school look dull. They also remind me of a book called A Wrinkle in Time on Camazotz.
Where everyone was dressed the same and acted the same as everyone else. It was like mind control.
Some people might say that it would cause less violence. Do we have any proof though? You would think
there would be no more dress code problems, but students would modify the uniforms. People say we would look
more business like, but we’re kids why would we want to. We don’t even have any proof of better student
achievement with uniforms.
Now do you agree with me? I really like expressing myself by the way I dress. Uniforms also don’t
always change the way we act. How many uniforms will we need, after all you said everyone would be equal even
if were rich or poor. What if we need more than one uniform? So please reconsider the thought of wearing
uniforms.
Commentary:




Follows all parts of the writing prompt
Good counter-argument
Great reference to 6th grade literature for example that supports their argument
Weak on the conclusion
47
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 3:
Do you think students should wear uniforms? I do not think so because uniforms are expensive, does not
decrease gangs and violence, and does not reduce grades.
Uniforms cost to much they cost $200 for a uniform and you might have three kids and they have to
have four outfits which adds up to $2400 you might think they do not cost a lot but they do and plus you will
have to wash clothes to much and it will raise your electric and water bills.
I know you think uniforms reduce gangs and violence but we do not have any gangs in Murrieta we might
have only one gang but they are probally in the bad part of Murrieta. People want to beat us up some times just
because we wore the wrong thing but why would they care what we wear.
Uniforms do not reduce grades you might think it does but it does not. Some people do not worry about
what other people wear they just worry about what they wear most of the time but if somebody is wearing
something ugly they probally will not care. But what if you got good grades. You probally got those by working
hard and paying attention but they probally got it there self.
I still do not think uniforms should be a loud at school if you want to you can but if you do not you do not
have to so remember uniforms do not reduce greades, does not decrease gangs and violence, and they are to
expensive.
Commentary:





Addresses the prompt
Weak introduction and opinion statement
Develops a counter argument
Several mechanical errors—spelling
A little weak on conclusion
48
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 3:
The reason I’m writing you is to notify you that kids shouldn’t have to wear uniforms to school. I don’t
think that would be fair to the kids. I would never like to wear a uniform to school. In my opinion uniforms are
for sports to school. Would you like to go to school wearing an uniform?
One reason I believe kids shouldn’t wear uniforms is kids like to have their own style. Kids like different
kinds of brand that they like to wear. Yeah, it might be good, because kids won’t make fun of other kids clothes.
Also it would be very hard to find kids if they all look the same. Do you remember when you were in school,
would you have liked it if you had to wear uniforms to school?
Another reason is kids would look the same everyday. Kids should have the freedom to wear whatever,
whenever they want. Yes, it might be best to have uniforms because the principal knows that everyone is under
the right dress code. A lot of kids know that they are to follow the right dress code. Do you think that’s fair
to the kids?
Commentary:




Addresses the prompt but doesn’t work a counter argument
Good, basic writing skills
Limited development of argument
Weak conclusion
Score 3:
Yes, I think we should have school uniforms. Then we wouldn’t have to worry about kids wearing
inappropriate clothing to school. I think having school uniforms will prevent other kids from making fun of
another kids clothing. School uniforms will also be a good idea by helping the kids be on school on time.
School uniforms are a excellent idea. If schools have uniforms than nobody can make fun of people.
Other kids who make fun of other kids because of what they wear wouldn’t be ale to anymore because they all
are wearing the same thing. That’s one reason we should have uniforms.
Another reason having school uniforms is good is because kids wouldn’t be late to school because they
would have their clothes out and ready to get dressed in the morning. So if they have school uniforms kids
wouldn’t be late to school. That’s the second why we should have school uniforms. And kids would be tardy.
The third reason having uniforms is good because kids wouldn’t brake dress code. Then the teachers
wouldn’t worry about kids wearing clothes. Either wouldn’t principles. Having school uniforms are good.
If are school has uniforms kids wearing dorky clothing wouldn’t be picked on. They wouldn’t be late for
school. They would follow dress code. Having uniforms would prevent all the bad stuff from happening. Yes, I
agree having school uniforms.
Commentary:





Addresses prompt
Decent writing skills; few errors
Not much of a counter argument
Not very well developed
Not a very strong argument, but the writing skills
49are close to grade level
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 3:
I heard that in our school district that they are considering us to wear school uniforms. I think that is a
good idea to let them experience wearing school uniforms.
I think it’s a good idea because they won’t have to be stressed on what to wear to school they just put on
the uniform. But then people and parents say well then they can’t express themselves.
I think wearing uniforms can’t stop you from expressing yourself. Also wearing uniforms can tell the
kids to maybe start working harder.
Wearing uniforms can also stop bullies not to pick on you about your style because then they will be
talking about themselves.
Thank you for reading my page and please beleave me on wearing uniforms can change your kids grades,
expressions and stop bullies.
Commentary:



Addresses the prompt and has some counter-arguments
Some mechanical errors: spelling grammar and punctuation
Very weak conclusion
50
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 2:
The dress code is a wise decition to make, but are taking away everything on just spaghetti straps, no
lace clothes, and the shirts show body part or too much skin. I agree with that part about a violation but not
everyday black shirt tan pant for boys and black skirts for girls that I’m not agreeing on.
Commentary:



Support is weak
No counterargument
Structure and punctuation, grammar, etc. very poor
Score 2:
I think uniforms would be good and bad because people would like to save there clothes and some don’t.
I hate uniforms because you have to wear really geeky clothes.
I used to go to a school with uniforms and I really hated it because people look the same. The teacher
would have to look the same. The teacher would be pretty weird. I would just like to look the way I want. So if
they want to change that I’ll just go to a different school, that doesn’t have uniforms.
I hate uniforms,” “Well I don’t” “Well it doesn’t matter what you think.” I bet the school board would
like us to wear uniforms but we don’t. If they want us to wear uniforms so bad why don’t they go to a different
school board?
If I had to wear a uniform I think I’d look dorkey because those short shorts are really, really too
short. I also think other boys would look pretty creepy, not to menchon the teachers wearing the same clothes
as you everyday.
Commentary:



Addresses part of the prompt
Little sentence variety
Weak argument and conclusion with little support
51
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 2:
Do you want to wear the exact same clothes as every one else or different clothes. I know I wouldn’t
want to wear the same thing. That’s why I’m ageanst the uniform dress code. There’s lots of reasons why I’m
ageanst. Heres so reasons why.
One reson is that schools might start losing kids from the dress code. So, that’s one of my resons,
heres my componets resons why their in favor. My comonts say kids may censentrat better. But, they sould be
consentrating any was.
Heres one more reson why I’m ageanst. The kids might start slaking of in school because of seeing the
same clothes everyday. Or the component might say why would students slak off when they are consentrating
on school work. Not other peoples cloths.
Here’s my last reson why I’m ageanst. Kids might go to chreach and wear uniforms already. So, they
might get tired of wearing uniforms every Sunday. The component might say, a uniform is a good thing to wear.
So, theres some reasons why I’m ageanst. Theres some reasons my componets is in favor. I hope you
came to my side. So, are you with them or with us. And that my I’m ageanst.
Commentary:


Weak structure, grammar, punctuation and spelling
No counterargument
52
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 1:
I disagree with wearing these awful looking clothes! You might think it will be comfortable but, you
probably won’t be wearing them. We will and we know how it feels. You think it will make kids to get to school on
time because they know what you are wearing. But, a lot of kids get to school on time without knowing what they
are going to be wearing. The clothes are not good!
Even though you think it will be comfortable, but the students absolutely don’t! If you dress the same as
the kid next to you, exactly the same you might not be able to tell the difference. You are most likely thinking
well how do we tell you apart by your voices but many they don’t speak a lot. Even though it may stop fights,
maybe because there are a lot of aids around. Kids might not dress and if they don’t, what are you going to do
about it?
You might be thinking so what about these arguments, it will get the kids to school faster because they
will know what to wear. If you wear these clothes, it is not like you get a four point zero average everyone gets
those kids of grade point averages. Think for a minute, are you going to get us hats and gloves and other stuff
too? If you do, this to us, is paying more for the uniform than we might pay. Plus, the prices are to high, we
aren’t going to pay for the clothes.
More than half of the students think the uniforms are no good. You may be thinking we don’t care as
long as you get fine grades. But, if you were in our position, would you like it? If you don’t like it, then why
would you make us? You know what I’m saying, don’t ignore me.
You know almost every student doesn’t like these uniforms. I think we shouldn’t be aloud to wear these
uniforms! Plus, I have a dream that no school in the world will ever wear uniforms! Think about this for me. Would you want
to wear these clothes?
Commentary:



Grammar, punctuation, etc. errors are severe
Support for position is weak need clear evidence
No counter argument
53
Sixth Grade Anchor Papers
Sample 2 – Persuasive Writing Task
Score 1:
Imagen coming to school one day and you hearing on the morning anousments that starting tomorrow you
will have to wear uniforms. You would probably be upset or mad because you can no longer pick what to wear to
school. How would you like it if you liked it if you where forsted to wear a uniform are get in trouble. Kids will
get better grads becsue they won’t be focused on others clouse. Gist because kids are wearing the same ting
dose not mean they will get better grads. Some kids wear uniforms to school every day. That is in privit school
our they pick out uniforms to wear. Beside it is a wast of many that can be put into resouses. Would you like it
if you would get in trouble if you picked out something you wanted to wear to school.
Commentary:




No counterargument supported and only partially stated.
Grammar punctuation are very poor
No evidence
Poor structure
Score 1:
The Murrieta School District is thinking of school uniforms. They’re thinking that by removing the
thought of clothes the students would focus on were they might go to better colleges. But they need to buy a
whole new set of clothes.
If we did having school uniforms everybody would look the same. There would be without any colors
everybody will be wearing at school.
Commentary:



Position isn’t stated
No counterargument
Grammar, punctuation, etc, very poor .
54
Grade 6 Writing Rubric – Response to Literature
5
The Writing Clearly addresses all parts of the writing task
 Demonstrates a clear understanding of purpose and audience
 Develops interpretations that demonstrate a thoughtful, comprehensive grasp of the
text.
 Organizes accurate and coherent interpretations around clear ideas, premises, or
images from the literary work.
 Provides specific textual examples and details to support the interpretations.
 Maintains a consistent point of view, focus, and organizational structure, including
the effective use of transitions
 Includes a clearly presented central idea (thesis) with relevant facts, details, and/or
explanations
 Includes a sophisticated variety of sentence types and sophisticated word choice.
 Contains few, if any, errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors do not interfere with the
reader’s understanding of the writing.
4
The Writing –









Addresses all parts of the writing task
Demonstrates a solid understanding of purpose and audience
Develops interpretations that demonstrate a comprehensive grasp of the text.
Organizes accurate and reasonably coherent interpretations around clear ideas,
premises, or images from the literary work.
Provides textual examples and details to support the interpretations.
Maintains a mostly consistent point of view, focus, and organizational structure,
including the effective use of some transitions
Presents a central idea with mostly relevant facts, details, and/or explanations.
Includes a variety of sentence types effective word choice.
Contains some errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors do not interfere with the
reader’s understanding of the writing.
55
3
The Writing








Addresses most parts of the writing task.
Demonstrates some understanding of purpose and audience.
Develops interpretations that demonstrate some grasp of the text.
Includes interpretations that with some accuracy or coherence as related to ideas,
premises, or images from the literary work.
Provides some or little textual examples and details to support the interpretations.
Maintains an inconsistent point of view, focus, and/or organizational structure,
which may include ineffective or awkward transitions that do not unify important
ideas. Maintains multi-paragraph organization.
Suggests a central idea with some facts, details, and/or explanations. Details may
not be clearly relevant or may be too general.
Includes little variety of sentence types.
Contains several errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors may interfere with the
reader’s understanding of the writing.
2
The Writing Minimally addresses the writing task.
 Demonstrates little understanding of purpose and audience.
 Demonstrates little grasp of the text.
 Lacks an interpretation or may be a simple retelling of the passage.
 Lacks textual examples and details.
 Lacks a point of view, focus, organizational structure, and transitions that unify
important ideas.
 Lacks a main idea (thesis) but may contain marginally related facts.
 Includes no sentence variety and simplistic vocabulary.
Contains serious errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors interfere with the reader’s
understanding of the writing.
1
The Writing Does not address the writing task.
 Has no purpose.
 Demonstrates no grasp of the text.
 Lacks an interpretation.
 Lacks examples and details.
 Lacks a point of view, focus, and organizational structure.
 Lacks a central idea.
 Includes incomplete sentence structure.
 Contains serious errors in the conventions of the English language (grammar,
punctuation, capitalization, and spelling). These errors create confusion or make
the essay unintelligible.
56
5
Middle School Writing Rubric- Response to Literature
My Writing Has clear and thoughtful ideas that show a strong understanding of the literature
 Has specific examples from the text that support ideas
 Includes many different sentence types and rich vocabulary
 Contains smooth transitions that tie paragraphs and ideas together
 Includes a clear main idea (thesis) with supporting details, facts or explanations
 Discusses all the issues presented in the writing prompt
 Contains few errors in spelling, punctuation, and capitalization (these errors do
not get in the way of the reader’s understanding of the writing).
4
My Writing Has ideas that show a solid understanding of the literature
 Has specific examples from the text that support ideas
 Includes different sentence types and varied vocabulary
 Contains transitions that tie paragraphs and ideas together
 Includes a main idea (thesis) with mostly related details, facts or explanations
 Discusses all the issues presented in the writing prompt
 Contains some errors in spelling, punctuation, and capitalization (these errors do
not get in the way of the reader’s understanding of the writing).
3
My Writing Has ideas that show an understanding of the literature
 Has few if any examples from the text that support ideas
 Includes limited sentence types and vocabulary
 May have ineffective transitions that do not tie paragraphs and ideas together.
Maintains multi-paragraph organization.
 Suggests a main idea (thesis) with limited details, facts or explanations
 Discusses only some of the issues presented in the writing prompt
 Contains several errors in spelling, punctuation, and capitalization (these errors
may get in the way of the reader’s understanding of the writing).
2
My Writing Shows little understanding of the literature
 Lacks examples from the text
 Does not include different types of sentences and limited vocabulary
 Lacks transitions that tie paragraphs and ideas together
 Lacks main idea (thesis)
 Discusses only one of the issues presented in the writing prompt
 Contains serious errors in spelling, punctuation, capitalization (these errors
get in the way of the reader’s understanding of the writing).
57
1
My Writing Shows no understanding of the literature
 Lacks examples from the text
 Includes incomplete sentences and poor vocabulary
 No transitions
 Lacks a central idea
 Discusses none of the issues presented in the writing prompt
 Contains serious errors in spelling, punctuation, capitalization (these errors cause
confusion or make the essay impossible to understand).
58
Sixth Grade
Practice Prompt 1
Response to Literature Writing Task
Directions
 Read the following story.
 As you read, you may mark the story or make notes. Marks and notes will not be scored.
 After reading the story, write an essay.
 You may reread or go back to the story at any time during the assessment.
Scoring
Your writing will be scored on how well you write an essay that:
 shows your understanding of the author’s message and your insight into the characters and
ideas presented in the story;
 is organized around several clear ideas and/or images from the story; and
 justifies your interpretation by giving examples and citing evidence from the text.
Feathered Friend
by Arthur C. Clarke
To the best of my knowledge, there's never been a regulation that forbids one to keep pets
in a space station. No one ever thought it was necessary--and even had such a rule existed, I am
quite certain that Sven Olsen would have ignored it.
With a name like that, you will picture Sven at once as a six-four-six Nordic giant, built
like a bull and with a voice to match. Had this been so, his chances of getting a job in space
would have been very slim. Actually he was a wiry little fellow, like most of the early spacers,
and managed to qualify easily for the 150-pound bonus--extra money for being lightweight--that
kept many of us on a reducing diet.
Sven was one of our best construction men, and excelled at the tricky and specialized
work of collecting assorted girders--long, thick pieces of metal--as they floated around in free
fall, making them do the slow-motion, three-dimensional ballet that would get them into their
right positions, and fusing the pieces together when they were precisely dovetailed into the
intended pattern: it was a skilled and difficult job, for a space suit is not the most convenient of
garbs in which to work. However, Sven's team had one great advantage over the construction
gangs you see putting up skyscrapers down on Earth. They could step back and admire their
handiwork without being abruptly parted from it by gravity...
Don't ask me why Sven wanted a pet, or why he chose the one he did. I'm not a
psychologist, but I must admit that his selection was very sensible. Claribel weighed practically
nothing, her food requirements were tiny--and she was not worried, as most animals would have
been, by the absence of gravity.
I first became aware that Claribel was aboard when I was sitting in the little cubbyhole
laughingly called my office, checking through my lists of technical stores to decide what items
we'd be running out of next. When I heard the musical whistle beside my ear, I assumed that it
had come over the station intercom, and waited for an announcement to follow. It didn't; instead,
59
there was a long and involved pattern of melody that made me look up with such a start that I
forgot all about the angle beam just behind my head. When the stars had ceased to explode
before my eyes, I had my first view of Claribel.
She was a small yellow canary, hanging in the air as motionless as a hummingbird--and
with much less effort, for her wings were quietly folded along her sides. We stared at each other
for a minute; then, before I had quite recovered my wits, she did a curious kind of backward loop
I'm sure no earthbound canary had ever managed, and departed with a few leisurely flicks. It
was quite obvious that she' already learned how to operate in the absence of gravity, and did not
believe in doing unnecessary work.
Sven didn't confess to her ownership for several days, and by that time it no longer
mattered, because Claribel was a general pet. He had smuggled her up on the last ferry from
Earth, when he came back from leave--partly, he claimed, out of sheer scientific curiosity. He
wanted to see just how a bird would operate when it had no weight but could still use its wings.
Claribel thrived and grew fat. On the whole, we had little trouble concealing our guest
when VIPs from Earth came visiting. A space station has more hiding places than you can
count; the only problem was that Claribel got rather noisy when she was upset, and we
sometimes had to think fast to explain the curious peeps and whistles that came from ventilation
shafts and storage bulkheads. There were a couple of narrow escapes--but then who would
dream of looking for a canary in a space station?
We were now on twelve-hour watches, which was not as bad as it sounds, since you need
little sleep in space. Though of course there is no "day" and "night" when you are floating in
permanent sunlight, it was still convenient to stick to the terms. Certainly when I woke that
"morning" it felt like 6:00 A.M. on Earth. I had a nagging headache, and vague memories of
fitful, disturbed dreams. It took me ages to undo my bunk straps, and I was still only half awake
when I joined the remainder of the duty crew in the mess. Breakfast was unusually quiet, and
there was one seat vacant.
"Where's Sven?" I asked, not very much caring.
"He's looking for Claribel," someone answered. "Says he can't find her anywhere. She
usually wakes him up."
Before I could retort that she usually woke me up, too, Sven came in through the
doorway, and we could see at once that something was wrong. He slowly opened his hand, and
there lay a tiny bundle of yellow feathers, with two clenched claws sticking pathetically up into
the air.
"What happened?" we asked, all equally distressed.
"I don't know," said Sven mournfully. "I just found her like this."
"Let's have a look at her," said Jock Duncan, our cook-doctor-dietician. We all waited in
hushed silence while he held Claribel against his ear in an attempt to detect any heartbeat.
Presently he shook his head. "I can't hear anything, but that doesn't prove she's dead.
I've never listened to a canary's heart," he added rather apologetically.
"Give her a shot of oxygen," suggested somebody, pointing to the green-banded
emergency cylinder in its recess beside the door. Everyone agreed that this was an excellent
idea, and Claribel was tucked snugly into a fact mask that was large enough to serve as a
complete oxygen tent for her.
To our delighted surprise, she revived at once. Beaming broadly, Sven removed the
mask and she hopped onto his finger. She gave her series of "Come to the cookhouse, boys"
trills--then promptly keeled over again.
60
"I don't get it," lamented Sven. "What's wrong with her? She's never done this before."
For the last few minutes, something had been tugging at my memory. My mind seemed
to be very sluggish that morning, as if I was still unable to cast off the burden of sleep. I felt that
I could do with some of that oxygen--but before I could reach the mask, understanding exploded
in my brain. I whirled on the duty engineer and said urgently:
"Jim! There's something wrong with the air! That's why Claribel's passed out. I've just
remembered that miners used to carry canaries down to warn them of gas."
"Nonsense!" said Jim. "The alarms would have gone off. We've got duplicate circuits,
operating independently."
"Er--the second alarm system isn't connected up yet," his assistant reminded him. That
shook Jim; he left without a word, while we stood arguing and passing the oxygen bottle around
like a pipe of peace.
He came back ten minutes later with a sheepish expression. It was one of those accidents
that couldn't possibly happen; we'd had one of our rare eclipses by Earth's shadow that night; part
of the air purifier had frozen up, and the single alarm in the circuit had failed to go off. Half a
million dollars worth of chemical and electronic engineering had let us down completely.
Without Claribel, we should soon have been slightly dead.
So now, if you visit any space station, don't be surprised if you hear an inexplicable
snatch of birdsong. There's no need to be alarmed; on the contrary, in fact. It will mean that
you're being doubly safeguarded, at practically no extra expense.
Writing the Essay
Write an essay in which you present your understanding of the characters and the overall
meaning of the story. Support your ideas with examples and/or evidence from the text.
Your writing will be evaluated on how well you write an essay that:
 shows/explains your understanding of the author’s message and your insight into the
characters and ideas presented in the story;
 is organized around several clear ideas and/or images from the story; and
 justifies your interpretation by giving examples and citing evidence from the text.
Directions (for the teacher)
In this prompt, students will practice writing a response to literature. The writing sample is scheduled by
the teacher and can be completed as a process paper in writer’s workshop format, an additional timed
essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.
Use the rubric for response to literature writing as a guide for evaluating this composition.
61
Sixth Grade
Practice Prompt 2
Response to Literature Writing Task
Directions
 Read the following story.
 As you read, you may mark the story or make notes. Marks and notes will not be scored.
 After reading the story, write an essay.
 You may reread or go back to the story at any time during the assessment.
Scoring
Your writing will be scored on how well you write an essay that:
 shows your understanding of the author’s message and your insight into the characters and
ideas presented in the story;
 is organized around several clear ideas and/or images from the story; and
 justifies your interpretation by giving examples and citing evidence from the text.
Eleven
by Sandra Cisneros
What they don't understand about birthdays and what they never tell you is that when
you're eleven, you're also ten, and nine, and eight, and seven, and six, and five, and four, and
three, and two, and one. And when you wake up on your eleventh birthday you expect to feel
eleven, but you don't. You open your eyes and everything's just like yesterday, only it's today.
And you don't feel eleven at all. You feel like you're still ten. And you are--underneath the year
that makes you eleven.
Like some days you might say something stupid, and that's the part of you that's still ten.
Or maybe some days you might need to sit on your mama's lap because you're scared, and that's
the part of you that's five. And one day when you're all grown up maybe you will need to cry
like if you're three, and that's okay. That's what I tell Mama when she's sad and needs to cry.
Maybe she's feeling three.
Because the way you grow old is kind of like an onion or like the rings inside a tree trunk
or like my little wooden dolls that fit one inside the other, each year inside the next one. That's
how being eleven years old is.
You don't feel eleven. Not right away. It takes a few days, weeks even, sometimes even
months before you say eleven when they ask you. And you don't feel smart eleven, not until
you're almost twelve. That's the way it is.
Only today I wish I didn't have just eleven years rattling inside me like pennies in a tin
Band-Aid box. Today I wish I was one-hundred-and-two instead of eleven because if I was onehundred-and-two I'd have known what to say when Mrs. Price put the red sweater on my desk. I
would've known how to tell her it wasn't mine instead of just sitting there with that look on my
face and nothing coming out of my mouth.
"Whose is this?" Mrs. Price says, and she holds the red sweater up in the air for all the
class to see. "Whose? It's been sitting in the coatroom for a month."
62
"Not mine," says everybody. "Not me."
"It has to belong to somebody," Mrs. Price keeps saying, but nobody can remember. It's
an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like you could
use it for a jump rope. It's maybe a thousand years old and even if it belonged to me I wouldn't
say so.
Maybe because I'm skinny, maybe because she doesn't like me, that stupid Felice Garcia
says, "I think it belongs to Rachel." An ugly sweater like that, all raggedy and old, but Mrs.
Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but when I open
my mouth nothing comes out.
"That's not, I don't, you're not...not mine," I finally say in a little voice that was maybe me
when I was four.
"Of course it's yours," Mrs. Price says. "I remember your wearing it once." Because
she's older and the teacher, she's right and I'm not.
Not mine, not mine, not mine, but Mrs. Price is already turning to page 32, and math
problem number four. I don't know why but all of a sudden I'm feeling sick inside, like the part
of me that's three wants to come out of my eyes, only I squeeze them shut tight and bite down on
my teeth real hard and try to remember today I am eleven, eleven. Mama is making a cake for
me tonight, and when Papa comes home everybody will sing happy birthday, happy birthday to
you.
But when the sick feeling goes away and I open my eyes, the red sweater's still sitting
there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I
move my pencil and books and eraser as far from it as possible. I even move my chair a little to
the right. Not mine, not mine, not mine.
In my head I'm thinking how long till lunch time, how long till I can take the red sweater
and throw it over the schoolyard fence, or leave it hanging on a parking meter, or bunch it up
into a little ball and toss it in the alley. Except when math period ends Mrs. Price says loud and
in front of everybody, "Now, Rachel, that's enough," because she sees I've shoved the red
sweater to the tippy-tip corner of my desk and it's hanging all over the edge like a waterfall, but I
don't care.
"Rachel," Mrs. Price says. She says it like she's getting mad. "You put that sweater on
right now and no more nonsense."
"But it's not..."
"Now!" Mrs. Price says.
This is when I wish I wasn't eleven, because all the years inside of me--ten, nine, eight,
seven, six, five, four, three, two, and one--are all pushing at the back of my eyes when I put one
arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm
through the other and stand there with my arms apart as if the sweater hurts me and it does, all
itchy and full of germs that aren't mine.
That's when everything I've been holding in since this morning, since when Mrs. Price
put the sweater on my desk, finally lets go, and all of a sudden I'm crying in front of everybody.
I wish I was invisible but I'm not. I'm eleven and it's my birthday today and I'm crying like I'm
three in front of everybody. I put my head down on the desk and bury my face in my stupid
clown sweater arms. My face all hot and spit coming out of my mouth because I can't stop the
little animal noises from coming out of me, until there aren't any more tears left in my eyes, and
it's just my body shaking like when you have the hiccups, and my whole head hurts like when
you drink milk too fast.
63
But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez, who
is even dumber than Felice Garcia, says she remembers the red sweater is hers! I take it off right
away and give it to her, only Mrs. Price pretends like everything's okay.
Today I'm eleven. There's a cake Mama's making for tonight, and when Papa comes
home from work we'll eat it. There'll be candles and presents and everybody will sing happy
birthday, happy birthday to you, Rachel, only it's too late.
I'm eleven today. I'm eleven, ten, nine, eight, seven, six, five, four, three, two, and one,
but I wish I was one-hundred-and-two. I wish I was anything but eleven, because I want today to
be far away already, far away like a tiny kite in the sky, so tiny-tiny you have to close your eyes
to see it.
Writing the Essay
Write an essay in which you present your understanding of the characters and the overall
meaning of the story. Support your ideas with examples and/or evidence from the text.
Your writing will be evaluated on how well you write an essay that:
 shows/explains your understanding of the author’s message and your insight into the
characters and ideas presented in the story;
 is organized around several clear ideas and/or images from the story; and
 justifies your interpretation by giving examples and citing evidence from the text.
Directions (for the teacher)
In this prompt, students will practice writing a response to literature. The writing sample is scheduled by
the teacher and can be completed as a process paper in writer’s workshop format, an additional timed
essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.
Use the rubric for response to literature writing as a guide for evaluating this composition.
64
Preparing Students for the Persuasive Writing Task
Key elements of the persuasive writing task
 Strongly stated position/thesis
 Multi-paragraph response (does not necessarily need to be 5-paragraphs)
 Well-developed argument with information, language, and approach that targets
appropriate audience
 500-700 words for process papers
 300-500 words for timed-essays
 Position supported with specific examples
 Anticipates and addresses counter-arguments
 Avoids fallacious arguments
 Don’t claim too much
 Don’t oversimplify complex issues
 Support arguments with concrete evidence and specific proposals
Advanced elements:
 Emotional appeal
 Ethical appeal
 Rhetorical question
Common fallacies:
 Ad hominem: attacking the individual instead of the argument
 Ad populum (bandwagon): misconception that widespread occurrence of
something makes an idea true or right
 Hasty generalization: drawing a conclusion based on only one or two cases
 Appeal to authority or prestige: the misconception that because someone is
famous or in a position of authority, their ideas are automatically true or right
65
Examining arguments, counter-arguments, and logical fallacies in literature and
other media
Media Resources:
Newspapers and Magazines—
 Editorials
 Letters to the editor
 Movie, book, and music reviews
 Print advertisements
Television
 Political debates
 Political speeches
 Commercials/infomercials
Radio
 Talk radio excerpts
 Editorials
 Commercials
Other
 Brochures and pamphlets
 Billboards
 Flyers and posters







Activities to Develop Arguments, Counter-arguments, and an Awareness of
Fallacies
Formal and informal debates requiring students to be prepared to argue both
sides of an issue
Finding, presenting, and critiquing arguments found in media
Writing letters to the editor
Writing book, music, and film reviews
Creating print advertisements
Creating radio or television commercials
Satires/parodies of persuasive speeches and advertisements
66
Persuasive Brainstorming
Arguing for or Against a Proposal
PROPOSAL
REASONS IN FAVOR
REASONS AGAINST






67
Persuasive Brainstorming
Arguing for or Against a Proposal
PROPOSAL
School-wide limit on
homework (2 night per
week)
REASONS IN FAVOR
 Quality vs. quantity—assignments would be
done better
 Allows more time with family and friends
 Extra assignments could be done for extra
credit
Allowing and providing
funding for students to
attend any public or
private school of their
choosing.
Allowing pilots to carry
guns in order to protect
against terrorist acts on
airplanes.
Requiring all students who
are not performing at
grade level according to
STAR testing results to
repeat that grade level.
68
REASONS AGAINST
 Fewer assignments do not guarantee better
quality
 There are still a few hours every weekday
to spend with family and friends
 Highly motivated students would probably
do lots of extra credit, increasing the gap
between high performing and low
performing students
Persuasive Brainstorming—Grade 6
Arguing for or Against a Proposal
PROPOSAL
REASONS IN FAVOR
Paying students to earn good
grades and maintain good
attendance.
Requiring all children and
teenagers under the age of
14 to be accompanied by a
parent or guardian before
entering and shopping at the
mall.
Banning unsupervised use of
the internet by all students
under the age of 15.
Eliminating the sales of any
form of junk food on school
campuses, including candy,
soda, donuts, and chips.
69
REASONS AGAINST
Steps to Prepare Students for Timed Persuasive Writing Tasks
Step 1: Prompt/proposal discussion and analysis—
Place the prompt/proposal on an overhead projector, but instead of having students write
an essay in response to it, do any or all of the following:
 Have a discussion about the prompt/proposal (use Name Card Method/Think-PairShare* to ensure student engagement). What is the prompt asking the student to
do? What are some possible arguments for or against the proposal? What are
some key elements students should include in the essay? What should be avoided?
 Have students complete a graphic organizer brainstorming arguments and counterarguments for a proposal in response to the prompt/proposal (use Name Card
Method/Think-Pair-Share to ensure student engagement).
 Have students complete an outline for an essay in response to the prompt
individually or in small groups.
 Have students write only a single paragraph based on any ONE of the arguments
for the position.
*See Name Card Method handout
Step 2: Write a whole-class essay based on one of the practice prompts-The key to writing the whole-class essay is to model the thinking processes writers go
through in composing essays. The teacher prompts this reflective thinking with questions
about each sentence as it is written. The goal is to awaken the inner-voice of students so
that they become conscious of the writing process.
 Have a discussion about the prompt. What is the prompt asking the student to do?
What are some possible arguments for or against the proposal? What are some key
elements students should include in the essay? What should be avoided?
 Have students complete a graphic organizer for brainstorming arguments and
counter-arguments for a proposal in response to the prompt (use Name Card
Method/Think-Pair-Share to share and to ensure student engagement).
 As a class, take a position on the issue.
 Use an overhead projector, WebTV, or LCD Projector to write an essay with the
class (use the Name Card Method/Think-Pair-Share to ensure student
engagement—otherwise, you and 2 or 3 students will be doing all the work!).
 Write the essay line by line:
 Ask students what a good statement would be for the next sentence (e.g. What
would be a good sentence to start the essay with? What would be a good
sentence to support our topic sentence?)
 Have students think of a sentence, discuss with their partner, and write the
sentence with their partner.
 Using note cards, call on a student to share their sentence. Write or type this
as they read it to you.
70

Discuss the sentence with the class. Is it effective? Can we add to it? Should
we alter it?
Step 3: Have students write individual essays based on one of the practice prompt,
then do peer evaluations of these essays-The key to having students do peer evaluations is to focus on the process, not on the final
accuracy of the scores students give. Learning how to properly assess an essay can help
students see what goes into quality writing, and can also develop their ability to assess
their own writing. This is also a great way to get students to internalize the rubric used
for evaluating persuasive essays.
Use the Name Card Method/Think-Pair-Share while doing this activity to ensure
engagement of all students.
Peer Evaluation Process Overview- Have students write in response to the prompt. Have them write only their ID #s on
the essay—no names.
 Use anchor papers if available. Otherwise, scan through papers to pick a high, middle,
and low essay.
 Using an overhead projector, Web TV, or LCD projector, analyze the prompt as a
class—discuss exactly what the prompt is calling for the writer to do.
 Using an overhead projector, Web TV, or LCD projector, take students through a
“norming” procedure—randomly display and read the high, middle, and low sample
papers. After you read each paper with the class, ask them to rank the paper as high,
middle, or low. Ask students to share reasons for their ranking by quoting directly
from the rubric.
 Complete peer evaluations of class essays based on the rubric from the last step.
 Have students work in groups of 3-5.
 Be sure no group receives an essay to evaluate written by one of its own members.
 Have students record the ranking they give to the essay on the Peer Evaluations
Scoring and Comment Sheet (see handout).
 Admonish students not to look at the ranking their fellow group members give the
essay until after they have read it and determined a ranking. It’s ok to disagree!
 Once students have ranked each essay, they should discuss each, give a final overall
ranking, and agree upon one positive comment and one suggestion for improvement
for each paper. Comments should be directly linked to the rubric!


Post scoring sheet at next class meeting. Give students a chance to meet with groups to clarify
scores/comments.
(This can be final step—great way to reduce grading--or...)
Based on the feedback students receive from this process, have them rewrite the
composition and submit a revised copy to you for a grade (see step 4).
71
Helpful hints:
 Save top, middle, low essays after every timed essay for future use as anchor papers!
 Rather than have students score the essays using 5-point rubric, simplify by ranking as
either high (5), middle (3-4), or low (1-2). Students have an easier time with this
rather than pinpointing with the correct number.
Step 4: Have students complete a process paper based on one of the practice
prompts. This can be based on the essay completed for the peer evaluation in
step 3, or can be based on another practice prompt—
Giving students time to explore the process of writing a persuasive essay can help
them hone the skills they will need to write on demand for the district writing
sample or the CST. Give them time to write and revise several drafts, and to
receive feedback from peers, teachers, parents, etc.
Be sure to include both peer and self-evaluation in the process. Have students
quote directly from the rubric in providing feedback to their peers and on their
own papers. Peers should provide feedback on a draft prior to the student writing
his/her final draft*. Students should do a self-evaluation based on their final
draft**.
*See Peer Draft Analysis Sheet
**See Final Draft Analysis Sheet
72
Preparing Students for the Response to Literature Writing
Task
I. The Argumentative and Expository Modes of Discourse
The argumentative mode of discourse functions by convincing or persuading an
audience or by proving or refuting a point of view or an issue. The expository
mode of discourse functions to inform, to instruct, or to present ideas and general
truths objectively. The response to literature essay, which is analytical in nature,
combines elements of both modes. While the primary goal of the response to
literature essay is to explain, as John Trimble points out in his book Writing with
Style, "Implicit in most expository writing…is a second goal: to persuade. The two
goals almost invariably go together since it's hard to explain something without
taking a position on it; and once you take a position, you naturally want others to
accept it as sound. That gets you into the realm of reasoning--the realm of
persuasion." The analytical response to essay, therefore, is argumentative in that
the writer attempts to prove his or her thesis statement, and expository in that
the thesis statement is proven through explanation and analysis of the text.
II. Key Elements of the Timed Response to Literature Essay:
 Introductory paragraph
 Use a short introduction that focuses on the thesis statement
 Include a thesis statement (TH) that clearly addresses the prompt and
includes the subject and writer’s opinion
 Main body Paragraphs (1-3)
 Topic sentences (TS) introducing each main body paragraph.
 Logical chunk (1-3):
 Concrete details (CD) that directly support the thesis, including direct
quotes from the story
 Commentary (CM) sentences that explains and interprets each concrete
details, and shows how it supports the thesis statement
 Concluding sentence (CS)that gives each paragraph a finished feel
 Concluding paragraph--restate the thesis without dully repeating it
The Response to Literature essay is analytical--not personal!
Basic Elements for Analysis:
 Setting—in terms of how it impacts character and events
73
 Plot—in terms of cause and effect
 Character—traits, actions, motivation
 Theme—what do the characters and events in the story tell the reader that
is important to learn about life
*Most common element for CST will be character and theme
Advanced Elements for Analysis: TWIST--this provides a focus for students
to closely read and analyze the passage for a Response to Literature writing
prompt. Training students to look for these 5 elements when dealing with
these prompts will help them unlock meaning in the passage and recognize the
stylistic devices that contribute to that meaning:
Tone—what is the author or speaker’s attitude toward the subject
Word Choice—how does the language of the story impact meaning and
emotion
Imagery and Detail—how does the writer impact the senses through
sensory details and the use of figurative language
Style—what unique tools does the writer use in the story (e.g.
symbolism, language, narrative structure, humor, point of view)
Theme—what is the universal message of the story
III. Process for Preparing Students to Respond to the Response to Literature
Writing Task:
The steps outlined below offer a model for introducing students to and practicing
the response to literature writing task. It is not intended to be a required
sequence of instruction for all English classes! It is important to tailor the
process to the needs of your individual students.
What these steps do provide are strategies for teaching this writing task and
practicing analytical strategies that will support students when writing this task.
It also provides ideas for getting students to practice writing response to
literature essays without having to constantly be grading papers—this way, you can
get students to do more writing without creating an insurmountable amount of work
for yourself.
Step One: Have students use the dialectical journal format to practice
analysis of literature. The dialectical journal format is set up in such a way
that students are practicing the logical chunk they will use in their essays—the
quotes/paraphrased passages become the concrete details, and the
response/notes become their commentary sentences. It is very important to
do a lot of modeling and guided practice prior to having students do this on
their own!
74
 Use the "Dialectical Journal for Literary Analysis" form (You can also create
more specific forms related to specific things you want to prompt students to
look for as they read a story or for other genres--other graphic organizers can
be helpful, too).
 Introduce students to this by modeling your own dialectical journals using an
overhead projector as you analyze a story.
 Give guided practice of the dialectical journals by using the Name Card
Method/Think-Pair-Share to have students come up with quotes and responses
to the story.
 Have students practice the dialectical journals in pairs or small groups as or
after they read a story together.
 Have students independently practice the use of dialectical journals as or after
they read a story.
Dialectical Journals for Literary Analysis
Title:______________________________ Author:________________
Pages/Chapters Read: ______
Directions: Find quotes and passages from the text that relate to the four main elements of
narration—setting, plot, characterization, and theme. Indicate the page/paragraph number in
the 1st column. In the 2nd column, copy or paraphrase the passage. In the 3rd column,
explain what’s happening in the story, why the quote is important, and how it relates to
setting, plot, characterization, and/or theme.
Page/¶
Quote/Description from Text
Reader Response
**This can be practiced all year long while analyzing literature to keep students ready
for Response to Literature writing!!
75
Dialectical Journals for Character Analysis
Title:
"Charles"
Author: Shirley Jackson
Pages/Chapters Read: 22-26
Character: Laurie
Directions: Identify four character traits for a character in the story. List these traits in
the 1st column. In the 2nd column, copy or paraphrase the passage from the story that
illustrates these traits/qualities. In the 3rd column, explain how the quotes or description
from the story shows the trait or quality you've identified.
Trait/Quality
Quote/Description from Text
Interpretation or Analysis
Rebellious
Laurie hits his teacher when she
tries to make him use red crayons
and kicks the PE teacher when he
tries to make him touch his toes.
Laurie's violent reaction to the two
teachers shows that he doesn't like to
be told what to do by authority
figures.
Disrespectful
One day when Laurie comes home
from school, he greets his father
by saying, "Hi, Pop, y'old dust
mop."
Laurie's rude greeting to his father
shows that he does not have much
respect for him.
Convincing
Laurie gives accounts of Charles'
actions to his parents every day
after school.
Because Laurie tells stories about
Charles every day by acting as if he is
shocked by the behavior, it makes the
stories seem like they really must be
about the actions of another child.
This helps fool his parents into
believing that Charles really exists.
Laurie convinces his parents of the
existence of Charles by telling
stories about the other boys
behavior each day after school,
even though the actions are really
his own.
By giving such accounts of Charles'
behavior, Laurie is able to trick his
parents into believing in the existence
of the other boy. This helps prevent
his parents from becoming suspicious
about his own behavior at school. This
is a very clever way to keep himself
out of trouble.
Clever
76
Dialectical Journals for Literary Analysis
Title:______________________________ Author:________________
Pages/Chapters Read: ______
Directions: Find quotes and passages from the text that relate to the four main elements of
narration—setting, plot, characterization, and theme. Indicate the page/paragraph number in
the 1st column. In the 2nd column, copy or paraphrase the passage. In the 3rd column,
explain what’s happening in the story, why the quote is important, and what it shows about
setting, plot, characterization, and/or theme.
Page/¶
Quote/Description from Text
Interpretation or Analysis
77
Dialectical Journals for Character Analysis
Title:______________________________ Author:________________
Pages/Chapters Read: ______
Directions: Identify four character traits for a character in the story. List these traits in
the 1st column. In the 2nd column, copy or paraphrase the passage from the story that
illustrates these traits/qualities. In the 3rd column, explain how the quotes or description
from the story shows the trait or quality you've identified.
Trait/Quality
Quote/Description from Text
Interpretation or Analysis
78
Dialectical Journals for Poetry Analysis
Title:______________________________ Author:________________
Directions: Copy the poem in the 1st column. In the 2nd column, write an
interpretation/analysis of the literary elements of the poem, such as imagery, language,
sound, and theme.
Poem
Interpretation or Analysis
79
Step Two: Writing Logical Chunks—the logical chunks are based on the
Commentary Packet from Jane Schaffer’s "Teaching the Multi-paragraph
Essay: A Sequential Nine-Week Unit." If you have had her training, you can
use her unit at this point to develop commentary. Otherwise, I use this
modified version for teaching students to write commentary:
 Teach student the basic main-body paragraph structure:
 TS—topic sentence
 CD—concrete detail
 CM1—commentary sentence 1
 CM2—commentary sentence 2
 CD—concrete detail 2
 CM1
 CM2
 CS—concluding sentence
**Please note that this paragraph structure—and all the following references
to it--is a framework for helping students understand the
organizational/logical elements of a paragraph—it is a formula for BASIC
instruction only!! Students should not be expected or required to follow this
formula in all of their writing since it prevents them from demonstrating the
style and variety necessary for top-scoring essays!!**
 Teach the logical chunk, which consists of a concrete detail and its commentary
sentences that work together to support the thesis statement/topic sentence:
 CD
 CM
Logical Chunk
 CM
Refer to the directions for the "Dialectical Journal for Literary Analysis" form
to help students understand what the commentary sentences should accomplish.
They should:
1. Explain what’s happening in the story
2. Explain why the quote is important, and how it relates to setting, plot,
characterization, and/or theme.
To help students form commentary sentences that explain why the concrete
detail is important, you can use a prompting phrase, such as This shows… or This
suggests… to get them started.
Chunk Example (from “By-pass” by Damian Kringas):
80
CD: “He’s self-made and doesn’t mind telling anyone willing to listen all about the
dos and don’t and how he did it the hard way.”
CM: In this quote, the narrator is describing what his landlord’s character was
like prior to having his heart problems.
CM: This shows that the landlord is a successful but arrogant person who enjoys
bragging about how he became a success.
 Have students practice writing chunk outlines following this format. They can
use their dialectical journals for this.
 When students have practiced outlining the chunks, teach them to write them
out as they would appear in paragraphs.
The most basic method is just putting it together as it appears in the outline.
e.g. The narrator states, “He’s self-made and doesn’t mind telling anyone willing
to listen all about the dos and don’t and how he did it the hard way.” In this
quote, the narrator is describing what his landlord’s character was like prior to
having his heart problems. This shows that the landlord is a successful but
arrogant person who enjoys bragging about how he became a success.
More sophisticated writers vary this sequencing.
e.g. The narrator describes his landlord’s character prior to having heart
problems by saying, “He’s self-made and doesn’t mind telling anyone willing to
listen all about the dos and don’t and how he did it the hard way.” This shows
that the landlord is a successful but arrogant person who enjoys bragging about
how he became a success.
 Have students write logical chunks tied to topic sentences.
Step Three: Writing Mini-Essays—Have students use their "Dialectical
Journals for Literary Analysis" to write single mini-essays/paragraphs on one
element of the story (e.g. character).
 Revisit the 8-sentence main-body paragraph structure from above.
 Use this structure to outline the paragraph.
 Use an overhead to model outlining and writing an 8-sentence paragraph
following this structure.
81
 Give students a topic sentence. Use Name Card Method/Think-Pair-Share to
complete an outline and paragraph for this topic sentence together on an
overhead.
 Give students a topic sentence. Have them complete the outline and paragraph
in pairs or groups.
 Have students independently write outlines and paragraphs.
Paragraph Outline
TS:
CD:
CM:
CM:
CD:
CM:
CM:
CS:
82
Step Four: Organizing multi-paragraph essays using Block Outlines.
Block outlines provide a visual for helping students organize multiple paragraphs-each block represents an individual paragraph.
Introductory Paragraph
Main Body Paragraph
Main Body Paragraph
Concluding Paragraph
TH:
TS:
CD:
CM:
CM:
CD:
CM:
CM:
CS
TS:
CD:
CM:
CM:
CD:
CM:
CM:
CS
Restate TH:
Anything written in the block MUST relate to and support the topic sentence for
that block--otherwise, it doesn't belong in the paragraph. Each block paragraph
must relate to and support the thesis statement of the essay--otherwise it
doesn't belong in the essay.
83
Step Five: Prompt discussion and analysis—once students have had plenty of
time practicing literary analysis, and writing logical chunks and main body
paragraphs, move on to writing multi-paragraph essays in response to prompts.
Place the prompt on an overhead projector, but instead of having students write an
essay in response to it, do any or all of the following:
 Have a discussion about the prompt (use Name Card Method/Think-Pair-Share*
to ensure student engagement). What is the prompt asking the student to do?
What are some key features of the story that relate to the prompt? What is
the theme of the story? What setting and plot elements influence this theme?
How do the characters impact the story? Influence the theme? What are
some key elements students should include in the essay? What should be
avoided? Model annotating the prompt based on this discussion by marking the
prompt and taking notes on an overhead.
 Have students use the "Brainstorming for Response to Literature" graphic
organizer, which is based on the "Dialectical Journal for Literary Analysis"
format for brainstorming concrete details and commentary from the story (use
Name Card Method/Think-Pair-Share to ensure student engagement).
 Have students complete a block outline for an essay in response to the prompt
individually or in small groups.
 Have students write only a single paragraph based on any ONE of the topic
sentences developed in the block outline.
*See Name Card Method handout
Brainstorming for Response to Literature Essays
Thesis:
Concrete Detail
Commentary
84
Brainstorming for Response to Literature Essays
Thesis:
Concrete Detail
Commentary
85
Step Six: Write a whole-class essay based on one of the practice prompts--the key
to writing the whole-class essay is to model the thinking processes writers go through
in composing essays. The teacher prompts this reflective thinking with questions
about each sentence as it is written. The goal is to awaken the inner-voice of
students so that they become conscious of the writing process.
 Have a discussion about the prompt. What is the prompt asking the student to do?
What are some key features of the story that relate to the prompt? What is the
theme of the story? What setting and plot elements influence this theme? How do
the characters impact the story? Influence the theme? What are some key
elements students should include in the essay? What should be avoided?
 Have students use the "Brainstorming for Response to Literature" graphic
organizer, which is based on the "Dialectical Journal for Literary Analysis" format,
for brainstorming concrete details and commentary from the story (use Name Card
Method/Think-Pair-Share to ensure student engagement).
 As a class, develop a thesis statement.
 Use an overhead projector, WebTV, or LCD Projector to write an essay with the
class (use the Name Card Method/Think-Pair-Share to ensure student
engagement—otherwise, you and 2 or 3 students will be doing all the work!).
 Write the essay line by line:
 Ask students what a good statement would be for the next sentence (e.g. What
would be a good sentence to start the essay with? What would be a good
sentence to support our topic sentence?)
 Have students think of a sentence, discuss with their partner, and write the
sentence with their partner.
 Using note cards, call on a student to share their sentence. Write or type this
as they read it to you.
 Discuss the sentence with the class. Is it effective? Can we add to it? Should
we alter it?
86
Step Seven: Have students write individual essays based on one of the practice
prompts, then do peer evaluations of these essays-The key to having students do peer evaluations is to focus on the process, not on the final
accuracy of the scores students give. Learning how to properly assess an essay can help
students see what goes into quality writing, and can also develop their ability to assess
their own writing. This is also a great way to get students to internalize the rubric used
for evaluating persuasive essays.
Peer Evaluation Process Overview- Have students write in response to the prompt. Have them write only their ID #s on
the essay—no names.
 Use anchor papers if available. Otherwise, scan through papers to pick a high, middle,
and low essay.
 Using an overhead projector, Web TV, or LCD projector, analyze the prompt as a
class—discuss exactly what the prompt is calling for the writer to do.
 Using an overhead projector, Web TV, or LCD projector, take students through a
“norming” procedure—randomly display and read the high, middle, and low sample
papers. After you read each paper with the class, ask them to rank the paper as high,
middle, or low. Ask students to share reasons for their ranking by quoting directly
from the rubric.
 Complete peer evaluations of class essays based on the rubric from the last step.
 Have students work in groups of 3-5.
 Be sure no group receives an essay to evaluate written by one of its own members.
 Have students record the ranking they give to the essay on the Peer Evaluations
Scoring and Comment Sheet (see handout).
 Admonish students not to look at the ranking their fellow group members give the
essay until after they have read it and determined a ranking. It’s ok to disagree!
 Once students have ranked each essay, they should discuss each, give a final overall
ranking, and agree upon one positive comment and one suggestion for improvement
for each paper. Comments should be directly linked to the rubric!
 Post scoring sheet at next class meeting. Give students a chance to meet with groups
to clarify scores/comments.
(This can be final step—great way to reduce grading--or...)

Based on the feedback students receive from this process, have them rewrite the
composition and submit a revised copy to you for a grade (see step 7).
Helpful hints:
 Save top, middle, low essays after every timed essay for future use as anchor papers!
 Rather than have students score the essays using 5-point rubric, simplify by ranking as
either high (5), middle (3-4), or low (1-2). Students have an easier time with this
rather than pinpointing with the correct number.
87
Step Eight: Have students complete a process paper based on one of the
practice prompts. This can be based on the essay completed for the peer
evaluation in step 3, or can be based on another practice prompt—
Giving students time to explore the process of writing a persuasive essay can help
them hone the skills they will need to write on demand for the district writing
sample or the CST. Give them time to write and revise several drafts, and to
receive feedback from peers, teachers, parents, etc.
Be sure to include both peer and self-evaluation in the process. Have students
quote directly from the rubric in providing feedback to their peers and on their
own papers. Peers should provide feedback on a draft prior to the student writing
his/her final draft*. Students should do a self-evaluation based on their final
draft**.
*See Peer Draft Analysis Sheet
**See Final Draft Analysis Sheet
Other Tips:
 Gear literary discussions toward the components for writing an essay
 Have a prompt for each piece of literature you study, but instead of writing an essay:
 use the prompt question as basis for a discussion, or
 just brainstorm for the essay, or
 just develop a thesis statement for the prompt, or
 just develop thesis and topic sentences for the paragraphs
 Try "Write Three, Grade One": This process gives students an opportunity to identify
and then showcase their best work. While developing fluency by giving them a lot of
writing practice, they also develop a discerning eye for quality writing. Again, the
process is emphasized.
 Procedures:
 Have students respond to three writing prompts over the course of a unit.
Check the essays for completion, but do not grade. Have students keep these in
a portfolio.
 After students complete the third essay, divide them into groups of four.
 Suppose Jack, Sally, Harold, and Martha are in a group together. Jack starts
by giving his three essays to Sally, Harold, and Martha who read, swap, read,
and swap.
 Sally, Harold, and Martha then take turns telling Jack which essay, in their
opinion, is his best AND how it can be improved.
 Jack listens carefully and takes notes on their suggestions.
88
If the group members are in disagreement as to Jack’s best paper, it is Jack’s
responsibility to question them thoroughly to determine how they arrived at
their decision.
 Jack then ranks his essays by writing a large #1 at the top of the best paper,
#2 at the top of the second, and #3 on the third.
 When the group finishes with Jack’s essays, they repeat the process until each
group member has had his or her essays critiqued.
 Each student then decides which paper they are going to revise (using feedback
received), rewrite, and submit to the teacher for a grade.
 When they final draft is submitted, the three ranked drafts of all three essays
are stapled to and submitted with it. This emphasizes the fact that the process
of writing all three essays contributed to the quality of the essay submitted for
a grade.
 After you give back a graded essay, have students write letters to themselves based
on your comments on their essays. In these letters, students should tell themselves
what they need to work on to improve their compositions.
 For ELLs, have them submit essay draft electronically. As you read it and spot
problems, write questions and comments for the students directly on their paper in
bold font following the passage in question. See Carol Jago's Cohesive Writing: Why
Concept Is Not Enough for more on this method.

89
Cutting Time in Correcting Student Essays
Correcting for Content & Style: Develop symbols for key essay components you
want to see in student essays. Provide students with a list of each symbol and
what the symbol stands for.
Examples:
TH = Thesis Statement
TS = Topic Sentence
H = Hook
CD = Concrete Detail
CM = Commentary
CS = Concluding Sentence
C = Conclusion
T = Transition
L = Language
S = Sentence Structure/Variety
D = Documentation
O = Organization
When one of the above elements is executed well, in the margin of the essay next
to the exemplary word, phrase, sentence, or passage, write the symbol with an
exclamation point:
Example: L!
This indicates the student used effective language.
When there is a problem with any of the above elements, in the margin of the
essay next to the word, phrase, sentence, or passage in question, write the symbol
with a question mark:
Example: CD?
This indicates a concern with the concrete detail being used.
Assignment Option: If students are rewriting the essay, they should address the
specific aspects which were questioned in your markings. Have them highlight all
changes made on the revised version of the essay, and focus only on these when
you re-evaluate the paper.
Correcting Technical & Language Errors: Use only three correction symbols to
cover the following errors (do not make any corrections!):
1. Place a box around any word, phrase, punctuation mark, or sentence that contains
a technical error:
Example:
Indicates a technical mistake with the students
writer's
use of the word (e.g. no apostrophe necessary in this case).
90
2. X-out any word, phrase, punctuation mark, or sentence that does not belong:
Example:
Indicates that the apostrophe did not belong in
this student's use of the word
3. Circle and connect unnecessary repetitions of words or phrases:
Example:
it's
great
Indicates that the second use of the word
great should be replaced with a synonym.
great
Required Assignment: Upon receiving their corrected essays, students should
number, in the order in which they appear, each box, x-out, and circle they see on
their paper. They must then complete the following essay correction assignment:
1. On a separate sheet of paper, they should do the following for each type of
correction on their paper with the appropriate number indicated to correspond to
the correction symbol on their essay (see example):
 Boxed item: must be written correctly rewritten
 X-out item: must explain why item is not needed
 Circled item: must appropriately replace each repetition of the original word
2. Students should attach the correction sheet only to the front of the essay and
submit for a grade--they do not rewrite the essay! (see example)
Urge your students to try to figure out correction on their own, but that if they
cannot do so, to be certain they find a resource (teacher, parent, grammar guide)
that will help them understand why they made the mistake in the first place!
91
Jocko Moran
Period 2
10/2/04
"All About The Bat"
The essay Bats is about the least understood and least appreciated creature
in the world. I’m going to talk about what bats are like, what bats eat, and what
bats are good for. Now lets get started.
There are over 100 different types of bat's. Bats bones are very much like
human bones like the wings have bones like our arms, they even have fingers.
These bones help support there web like skin. Do you know anybody who thinks
bats are blind? They are not they’re color-blind, but they have very good vision.
In the dark bats use echolocation so they know were objects are.
Did you know that most bats eat insects? Some eat flowers, pollen, nectar,
and fruit or they eat small animals such as birds, mice, lizards, and frogs. One type
of bat drunks blood, the vampire bat. Most of the time vampire bats eat fruit.
Bats can be very useful too. Bats can eat half their weight in insects in once
night. The bats can catch over 600 mosquetos in one hour. In the rain forest bats
help spread seeds on the ground when they eat fruit.
92
PEER EVALUATIONS
SCORING & COMMENT SHEET
Rubric Scores:
Essay
ID#:
READER:
READER:
READER:
READER:
Rank:
Rank:
Rank:
Rank:
Reader Comments (quote directly from the rubric):
Essay #____________:
What did this writer do well:
What does this writer need to improve:
Essay #____________:
What did this writer do well:
What does this writer need to improve:
Essay #____________:
What did this writer do well:
What does this writer need to improve:
Essay #____________:
What did this writer do well:
What does this writer need to improve:
93
Overall
Ranking:
Draft Analysis Sheet
(Peer Evaluation)
Author______________________ Reader_______________________
Title of Essay _____________________________________________
The parts of this essay that I believe are most effective are:
1.
2.
3.
The parts of this essay that I believe could use more work are:
1.
2.
3.
Based on the rubric, I rate this essay:
5
4
3
2
1
for these reasons:
(quote directly from the rubric to support your score)
94
Final Draft Analysis Sheet
(Self-Evaluation)
Author___________________________________________________
Title of Essay _____________________________________________
Two things I have learned about writing by completing this essay are:
1.
2.
Two areas I need to focus on to improve my writing are:
1.
2.
In terms of time and effort spent on this project, I rate myself:
Wow!
Pretty good
Not as much
I blew it!
I should have
In terms of the editing and revision I did for this project, I rate myself:
Wow!
Pretty good
Not as much
I blew it!
I should have
Based on the rubric, I rate this essay:
5
4
3
2
for these reasons:
(quote directly from the rubric to support your score)
95
1
Vocabulary Knowledge Rating Sheet
High Knowledge
Low Knowledge
4 = I could easily teach it to the group
3 = I think I know what it means,
but I could use a review
Rating Table:
Word
What I think it means before
instruction
Instruction Table:
Word
Synonym/Explanation
96
2 = I have seen it or heard before
1 = I have no idea what it means
My rating before
instruction
My rating after
instruction
Example/Showing Sentence/Image
Select Response Question Preparation
While well-designed performance-based assessments are the best way to
evaluate student mastery of standards, students do need to be able to
demonstrate their learning on select response questions that are used to
assess them on a variety of other exams, including the CSTs, the CAHSEE,
and the SAT. Although the effective performance-based assessments are
generally more than adequate in preparing students for more superficial
multiple-choice testing, some preparation may be necessary to help transfer
their learning to these types of questions.
As an effective approach to this type of test-taking skill development:
 Practice throughout the year as a warm up activity--spend a little time
each day rather than cramming test prep in at the last minute
 Use released questions from the CST and CAHSEE, California Item Bank
questions, and other resources for sample questions
 Teach, model, and practice strategies for tackling select response
questions
 Help students develop their metacognitive skills so that they gain the
ability to
o Build their own strategies
o Describe their own plan of action
o Analyze and synthesize
o Self evaluate
Present questions on the board, on an overhead projector, or using a web
tv/lcd projector. Just give 1 or 2 questions at a time--focus on quality
rather than quantity. Use active participation strategies from EOEI to
explore each question to ensure student engagement and to help you assess
student progress. Have students do the following for each question:
 Identify the correct response and explain why it is correct
 Identify the eye catcher(s) and explain why students might be lured to
choose them
97
Examples:
What is the meaning of the word antique as it is used in the sentence below?
The expert talked about ancient ruins and the antique treasures left behind by
forgotten civilizations.
A. valuable because of age
B. very expensive
C. often abandoned
D. very easily forgotten
The total cost (c) in dollars of renting a sailboat for n days is given by the
equation
C = 120 + 60n
If the total cost was $360, for how many days was the sailboat rented?
A. 2
B. 4
C. 6
D. 8
98
PRENTICE HALL TECHNOLOGY
Downloading and Importing State Objectives







PART ONE: Downloading the Objectives from the Internet
STEP 1: Log onto the internet and go to www.phschool.com
STEP 2: In the left hand column, you will see a feature “State Resources.”
Select your state from the pull-down menu and click the yellow arrow next to it.
STEP 3: This page will focus on specific information regarding your state. Click
on the link in the left column that says “Standards-based Lessons.”
STEP 4: From the middle of this page, click on “Download Local Objectives
Files.”
STEP 4: Select the course and text for which you wish to download the
standards. This is the file that you will import into Resource Pro. (Be sure to
select the appropriate Windows or Mac platform.)
 A message box, “File Download” will appear on your screen. Choose the “Save
this program to disk” option and click “OK”
 Save this file to your desktop or to any folder easy to locate and click
“Save.”
 When the download is complete, click on “Close” to exit.
STEP 5: You can now exit the www.phschool.com site.
STEP 6: Double-click on the file that you just downloaded onto your desktop, or
wherever you saved that file. A “Self-Extracting archive” window will appear.
 Click “OK” and then choose a location to save the file (i.e. your desktop).
 Once the file has completely “unstuffed,” you will get a message letting you
know that the “un-stuffing” process has finished. Click on “OK.” You’ll now
see another file on your desktop. This second file is the one you will use to
import the objectives into your Resource Pro.
PART TWO: Importing the Local Objectives File into Resource Pro
 STEP 1: Launch Resource Pro from your Start Menu.
99
 STEP 2: Click on the “Local Objectives” button, located just underneath the
“Planning Express” button.
 STEP 3: From this menu, click on “Import Local Objectives.”
 STEP 4: Locate the file that you just “extracted,” click on it, then click “Open.”
100
 STEP 5: Once the program imports the objectives, you will get a message
saying, “Your local objectives have imported successfully.” (Give your computer
a few moments to do this step.)
 STEP 6: To check to see if your local objectives have downloaded,, open the
Resource Pro, click on Local Objectives (under Planning Express), then click on
Local Objectives editor. Open any unit, choose a selection or chapter and click
on a day. You will be able to preview your local objectives in the box in the
lower right-hand corner. Objectives will automatically appear now in your lesson
plans!
101
Degree of Reading Power (DRP) in Prentice Hall Literature, Bronze
Level
Easy selections have DRP's from 46-53
Average selections have DRP's from 48-57
Challenging selections have DRP's above 55, usually between 55 and 61
In the DRP program, readability is measured in DRP units. The scale ranges from 0
to 100 units, with most English text falling between a score of 30 and 80. As text
difficulty increases, DRP scores rise. For purposes of comparison, teen fiction
generally has a DRP of 58; general interest periodicals for adults range between
DRP's of 56 and 71. In the Prentice Hall selections, overlaps in ranges occur when
other factors, such as length of selection and type of literature are taken into
account.
102
Name/Period:___________________________
Date:______________________
LANGUAGE ARTS 6th GRADE TEXTBOOK
SCAVENGER HUNT
You’ve just been given your new Language Arts textbook. It’s almost two inches thick, has over 800
pages, and you have no idea what’s inside or what to do with it. Right?! Well, this scavenger hunt
will change all that and help you get ready for some great reading and a successful year in Language
Arts!
1.
What is the title of your book?_______________________________________
2.
Who is the publisher of the book?_____________________________________
3.
Look on pages CA4 - CA15. What are the four major Language Arts Standards?
*_________________________
*___________________________
*_________________________
*___________________________
4.
What is the theme for Unit 1 on page vii?_______________________________
5.
How many Units are in this textbook?__________________________________
6.
What are the three purposes for reading? (See Why Read Literature on page 2.)
*_____________________________________________________________
*_____________________________________________________________
*_____________________________________________________________
7.
What is the name of the first story in Unit 1? (See Prepare to Read on page 4.)
______________________________________________________________
8.
What Literary Analysis will we focus on in this story?______________________
9.
What Reading Strategy will we focus on in this story?______________________
10.
Read the information about the author at the end of the story. What is this
author’s name?_____________________________ What did you learn about
the author?_____________________________________________________
11.
Where can you go on-line to check your understanding of the selection? (Page 13)
______________________________________________________________
12.
What three types of lessons will Integrate Language Skills at the end of the story?
*_______________
*_______________
103
*_______________
13.
What type of writing will you be doing in the first Writing Workshop? (Page 90)
______________________________________________________________
14.
Look through the other units in the textbook. Do you see any selections that look
interesting? What is the title? (Come on! I know there’s got to be at least one!)
______________________________________________________________
15.
What will resource will you find on page R1?______________________________
16.
How will this help you when you are reading?_____________________________
______________________________________________________________
17.
What do we call words that are used often in print?________________________
Don’t know? (See page R3) Learning to instantly recognize these words will improve
your reading fluency. Check it out! Do you know all of them?_________________
18.
If you don’t know what a certain literary term means, where can you go in your
textbook to find out? ______________________________________________
19.
What is a protagonist?_____________________________________________
______________________________________________________________
20.
Where can you find the definition of the types of writing?___________________
21.
What is descriptive writing?_________________________________________
______________________________________________________________
22.
Turn to the Spelling Handbook on page R16. Give an example of a:

Prefix: ______________________

Suffix: ______________________
23.
Where can you find the meaning of grammar terms?_______________________
24.
If you forget where all these things mentioned above are located, where can you go
to find out?_____________________________________________________
25.
On what page will you find the story, “Olympic Diary”?______________________
Turn to that page and read the story silently to yourself while others are finishing.
Congratulations on completing the scavenger hunt!
104
Sample Persuasive Writing Unit
LESSON PLANNING - UNIT 4 Writer’s Workshop
SELECTION: Persuasion: Persuasive Composition
Day
1
Day
2
Day
3
Day
4
Day
5
TEACHING GUIDE
Objective: Students will learn to recognize elements
of a persuasive speech.
Lesson: Students fill in the blanks and answer
questions on the worksheet as they read and discuss
persuasive speeches.
RESOURCE
PH textbook p.336-338
Reading Informational
Materials worksheet
“I Have a Dream” by MLK
Jr.
www.extension.umn.edu/uni
ts/diversity/mlk/mlk.html
STANDARDS
Reading 2.8
Objective: Students will use graphic organizers to
brainstorm persuasive writing prompts. (Guided)
Lesson: Students identify issues that can be argued
for or against a particular position. (Emphasize the
importance of considering not only the arguments
for, but also addressing the reader’s concerns and
counter arguments.)
Objective: Students will use graphic organizers to
brainstorm persuasive writing prompts.
(Independent)
Lesson: Students work together in small groups to
discuss and list arguments for and against each
proposal. Groups select one of the eight proposals
to plan a persuasive essay together that will be
delivered as a speech to the class that intends to
sway their audience’s opinion.
Objective: Students will write a rough draft of the
persuasive essay.
Lesson: Students organize their thoughts and ideas
to write a rough draft using the outline. This can be
completed together in class, or individually by each
student at home and then shared with the group.
Objective: Students will learn to evaluate
persuasive writing, and to revise to strengthen
support and images.
Lesson: Students identify the characteristics of a
successful persuasive composition and evaluate the
model essay using the criteria and rating scale on
page 343. Students edit and revise their rough
drafts.
Persuasive Brainstorming
Practice
Arguing For or Against a
Proposal
Writing 1.3
Persuasive Brainstorming
Practice
Arguing For or Against a
Proposal
Persuasive Essay Plan
Writing 1.3
Outline For a Persuasive
Essay
Writing 1.2,
1.3, 2.5
PH textbook p.341-343
Reading 2.6,
2.7, 2.8
Written and
Oral
Conventions
1.0
Writing 1.6,
2.5
105
Day
6
Objective: Students will write a final draft of the
persuasive essay.
Lesson: Students discuss revisions before writing a
final draft. Students evaluate their persuasive
composition using the Rubric for Self-Assessment.
PH textbook p.343
Rubric for SelfAssessment
Writing 1.6,
2.5
Day
7
Objective: Students will deliver a persuasive
presentation.
Lesson: Students use their persuasive composition
as the basis for a speech that is given to their
classmates. As each group presents, the other
groups (and teacher) assess the speech using the
rubric. The rubrics are collected and provided to
the group for immediate feedback.
Objective: Students will extend their persuasive
skills by publishing and presenting their writing.
Lesson: Students use a word-processing program to
format their compositions and post on a class
bulleting board or publish in the school newspaper.
Lesson: Students write persuasive letters to
businesses to support a cause, promote change,
arouse sympathy, or provoke change.
Lesson: Students create a poster or commercial to
support a cause, promote change, arouse sympathy,
or provoke action.
Objective: Students will write a persuasive essay.
Lesson: Assessments will be performed in a 2-day
(block) or 4-day (regular) writer’s workshop format
that includes brainstorming, drafting, revising, and
writing a final draft.
PH textbook p.344
Persuasive Essay Rubric
for Self-Assessment
Listening and
Speaking1.5,
2.4
PH textbook p.343
Writing 1.1,
1.5, 2.5
Sixth Grade District
Writing Sample 2 –
Persuasive Writing Task
MVUSD Grade 6 Writing
Assessment Rubric,
Persuasion: Persuasive
Composition
Writing 2.5
EXT
END
ED
ACT
IVI
TIE
S
ASS
ESS
106
LESSON PLANNING - UNIT 4 Writer’s Workshop
SELECTION: Persuasion: Persuasive Composition
TEACHING GUIDE
RESOURCE
Day Objective: Students will learn to recognize
1
elements of a persuasive speech.
Lesson: Students fill in the blanks and
answer questions on the worksheet as they
read and discuss persuasive speeches.
PH textbook p.336338
Reading Informational
Materials worksheet
“I Have a Dream” by
MLK Jr.
STANDAR
DS
Reading 2.8
www.extension.umn.edu/units/dive
rsity/mlk/mlk.html
Day Objective: Students will use graphic
2
organizers to brainstorm persuasive writing
prompts. (Guided)
Lesson: Students identify issues that can
be argued for or against a particular
position. (Emphasize the importance of
considering not only the arguments for, but
also addressing the reader’s concerns and
counter arguments.)
Day Objective: Students will use graphic
3
organizers to brainstorm persuasive writing
prompts. (Independent)
Lesson: Students work together in small
groups to discuss and list arguments for
and against each proposal. Groups select
one of the eight proposals to plan a
persuasive essay together that will be
delivered as a speech to the class that
intends to sway their audience’s opinion.
Day Objective: Students will write a rough
4
draft of the persuasive essay.
Lesson: Students organize their thoughts
and ideas to write a rough draft using the
outline. This can be completed together in
class, or individually by each student at
107
Persuasive
Writing 1.3
Brainstorming Practice
Arguing For or Against
a Proposal
Persuasive
Writing 1.3
Brainstorming Practice
Arguing For or Against
a Proposal
Persuasive Essay Plan
Outline For a
Persuasive Essay
Writing
1.2, 1.3, 2.5
home and then shared with the group.
Day Objective: Students will learn to evaluate
5
persuasive writing, and to revise to
strengthen support and images.
Lesson: Students identify the
characteristics of a successful persuasive
composition and evaluate the model essay
using the criteria and rating scale on page
343. Students edit and revise their rough
drafts.
PH textbook p.341343
Reading
2.6, 2.7,
2.8
Written
and Oral
Convention
s 1.0
Writing
1.6, 2.5
Day Objective: Students will write a final draft
6
of the persuasive essay.
Lesson: Students discuss revisions before
writing a final draft. Students evaluate
their persuasive composition using the
Rubric for Self-Assessment.
PH textbook p.343
Rubric for SelfAssessment
Writing
1.6, 2.5
Day Objective: Students will deliver a
7
persuasive presentation.
Lesson: Students use their persuasive
composition as the basis for a speech that
is given to their classmates. As each group
presents, the other groups (and teacher)
assess the speech using the rubric. The
rubrics are collected and provided to the
group for immediate feedback.
EX Objective: Students will extend their
TE persuasive skills by publishing and
ND presenting their writing.
ED Lesson: Students use a word-processing
AC program to format their compositions and
TI post on a class bulleting board or publish in
VI
the school newspaper.
TI Lesson: Students write persuasive letters
ES to businesses to support a cause, promote
change, arouse sympathy, or provoke
change.
PH textbook p.344
Persuasive Essay
Rubric for SelfAssessment
Listening
and
Speaking1.5
, 2.4
PH textbook p.343
Writing 1.1,
1.5, 2.5
108
AS
SE
SS
Lesson: Students create a poster or
commercial to support a cause, promote
change, arouse sympathy, or provoke action.
Objective: Students will write a persuasive
essay.
Lesson: Assessments will be performed in a
2-day (block) or 4-day (regular) writer’s
workshop format that includes
brainstorming, drafting, revising, and
writing a final draft.
109
Sixth Grade District
Writing 2.5
Writing Sample 2 –
Persuasive Writing
Task
MVUSD Grade 6
Writing Assessment
Rubric, Persuasion:
Persuasive Composition
Name/Period:__________________________________
Date:________________
READING INFORMATIONAL MATERIALS
PERSUASIVE SPEECHES
(Prentice Hall Literature p.336)
A persuasive speech is a public presentation that argues ________ or ________ a
particular position. People who use persuasive speeches to ________ an audience’s
__________ include politicians and business people. A powerful persuasive speech can
change the way an audience __________ and __________ about an issue. Most
persuasive speeches have the following characteristics:




An __________ with two sides
A clear statement of the speaker’s __________ and __________
Clear ____________, including an ____________, ____________, and a
_______________
Powerful ____________ intended to ____________
Think of a persuasive speech you have heard or read. What was it about? Was it
effective? Were you persuaded by the speech?
___________________________________________________________________
___________________________________________________________________
Why do you think it is important to state the purpose in the first paragraphs?
___________________________________________________________________
___________________________________________________________________
Read “Preserving a Great American Symbol” on pages 337-338. When reading the speech,
determine the writer’s possible purpose and whether the speech achieves this purpose.
Writer’s Purpose
Was it achieved?
The writer was trying to
Did the writer present accurate facts?
persuade me to believe that
_____________________ Did the writer support a position with convincing
_____________________ arguments?
_____________________
_____________________ Were the arguments presented clearly, in a logical order?
_____________________
_____________________ Did the writer convince me to accept the position?
110
Name/Period:___________________________________ Date:________________
PERSUASIVE ESSAY PLAN
1. Choose an issue with two sides.
2. Write a clear thesis statement - a statement of your purpose and position on the issue.
Are you for or against the issue?
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________
3. List evidence that supports your position and anticipates the reader’s concerns and
counter-arguments.
REASONS IN FAVOR
REASONS AGAINST
4. Organize your essay. Include an introduction that gets the attention of the reader in the
opening paragraphs, a body that supports your position with convincing arguments and
addresses counter-arguments, and a strong conclusion that makes a lasting impression.
__________________________________________________________________________
__________________________________________________________________________
_____________________________________________________
5. Paint an image in the reader’s mind or suggest emotion by using powerful language. (ie;
descriptive adjectives, lively verbs, similes, catchy phrases, quotes or questions)
111
Name/Period:____________________________________ Date:________________
OUTLINE FOR A
PERSUASIVE ESSAY
Write an opening sentence. What is the issue?
(Start with a fact or question. Establish the two sides of the issue-those who are in favor, those
who are against.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
State your position on the issue. What do you think about it?
(I think . . . (or) . . . I believe . . . (or) . . . In my opinion . . .)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Provide reasons and give details that support your point of view.
(First of all, I think this because . . . (or) . . . One reason I think this is because . . .)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Provide reasons and ideas your opponent might use.
(Use transitional words and phrases: although . . . however . . . in contrast . . . on the other hand . . .)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Write a strong conclusion that summarizes or restates your opinion.
(Use powerful images and language. For these reasons . . . (or) . . . Now do you agree . . .?)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
112
Persuasive Essay Rubric for Self-Assessment
Group #__________
Rating Scale
Criteria
Does the issue have two sides?
How clear and focused is the thesis statement?
How well are the reader’s concerns anticipated and addressed?
How effectively are the arguments organized?
How powerful is the persuasive language?
Not very
1
2
1
2
1
2
1
2
1
2
3
3
3
3
3
4
4
4
4
4
Very
5
5
5
5
5
4
4
4
4
4
Very
5
5
5
5
5
4
4
4
4
4
Very
5
5
5
5
5
4
4
4
4
4
Very
5
5
5
5
5
Persuasive Essay Rubric for Self-Assessment
Group #__________
Rating Scale
Criteria
Does the issue have two sides?
How clear and focused is the thesis statement?
How well are the reader’s concerns anticipated and addressed?
How effectively are the arguments organized?
How powerful is the persuasive language?
Not very
1
2
1
2
1
2
1
2
1
2
3
3
3
3
3
Persuasive Essay Rubric for Self-Assessment
Group #__________
Rating Scale
Criteria
Does the issue have two sides?
How clear and focused is the thesis statement?
How well are the reader’s concerns anticipated and addressed?
How effectively are the arguments organized?
How powerful is the persuasive language?
Not very
1
2
1
2
1
2
1
2
1
2
3
3
3
3
3
Persuasive Essay Rubric for Self-Assessment
Group #__________
Rating Scale
Criteria
Does the issue have two sides?
How clear and focused is the thesis statement?
How well are the reader’s concerns anticipated and addressed?
How effectively are the arguments organized?
How powerful is the persuasive language?
113
Not very
1
2
1
2
1
2
1
2
1
2
3
3
3
3
3
114