The Grade Level Expectations (GLEs) describe a connected series of learning competencies necessary for students
to become proficient writers. In sixth grade, students approach writing with purpose and maintain their focus. They
use form, content, technique, and conventions flexibly to meet their own purposes or assignment requirements.
Competence is evident in skills of paragraphing, summarizing, and synthesizing in exposition, persuasion, and
content-area writing, whereas fiction writing reflects an awareness of its role to entertain, explore human
relationships, and persuade. Students work toward precision in spelling in all writing and evaluate honestly both
their own work and the work of others, making a concerted effort to improve weak traits. Students consider writing
to be an important and effective tool for furthering their own learning.
I have outlined your writing assignments for the Semester. Each assignment has its own unique challenge
to promote good writing skills. As we have talked about before two things to keep in mind; using 6-trait +
1 technique and the writing process for each paper. The six-traits of effective writing are the key
characteristics of good writing and the writing process—prewriting, drafting, revising and editing,
rewriting, publishing—mirrors the way proficient writers write. In using the writing process, you will be
able to break writing into manageable chunks and focus on producing quality material.
Spelling Story
10/3/14
10/15/14
MLK essay to the Mayor of
Everett
Three Wishes
Where I’m from Poem
My Favorite Trip
Screen Time essay
Book Review
My Top Five
12/10/14
1/7/15
1/16/15
2/4/15
2/2015
3/2015
3/2015
3/2015
1/30/15
2/18/15
TBA
TBA
TBA
TBA
Embarrassing Moment
"Why were you mortified? Write about a true
embarrassing moment as though it was
happening in slow motion."
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Your writing should be very descriptive
Use detail to support your main idea
Use sequence to guide your thoughts
My Top Five
All of us in our lifetime have had contact with people or instances in
our life where this particular person or event either altered our life or
made a dramatic impact on our life. This extends from a deep
conversation with one of your parents to a relative dying, parents
divorcing, to a friend that kept you from losing it, to a teacher/coach
or uncle/aunt that helped you make some significant changes in your
life.
In this writing you are to write about the top five people or events that
you feel helps make this impact on your life.
These are five mini stories about what happened and how they made a
change in your life.
Each story or event should be long enough for you to explain why
and/or how this impacted you.
Writing Rubric
 My paper is well developed and complete.
 I have a clear organization for my ideas and appropriate for the
type of writing I did.
 I clearly understand the audience that I wrote this for and I
meet the audiences needs even if the audience is myself
 I effectively use language choices to help the style or tone and
they are appropriate for the type of writing I did.
Materials
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Writing paper
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Pencil
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Envelope
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Postage stamp
Directions
There are many reasons kids would like to write to the
president. They might be concerned about the environment or
youth crime. Your letter will be read by a White House
secretary who may refer it to the president. No matter who
reads it, however, you will receive a reply. Your letter can be
neatly handwritten or typed. It should be short and to the
point, with your concern clearly stated. You will write three
short paragraphs. Here is an example:
Dear Mr. President, I am a 6th grader at Jackson Middle School and I am very concerned about
the depletion of the ozone layer. I don't want to grow up in a world that is unprotected from the
harmful effects of direct sunlight. I am writing this letter to ask you to help by increasing
penalties for companies with harmful environmental practices. Please do whatever you can.
Note: The address for the president is:
The President of the United States
White House Office
1600 Pennsylvania Avenue NW
Washington, DC 20500
Students will write an essay about their
favorite trip…
Instructional Procedures:
1.
2.
3.
Using pictures or postcards each student will write a description of the scene. (We will look at photos of one of
my trips and use for an example!)
Students will fill in a graphic organizer using Inspiration 9 to lay out details of their stories.
Students will revise their descriptive paragraphs by including additional sensory details and vivid language.
Then they will compare the original and final versions of their paragraphs.
Writing Prompt: Think about your trip, the things that you remember. Think of the sights, sounds, and smells that
come rushing back into your memory. Use words to paint a picture of this place that would make a reader feel as if
he or she were right there.
EXAMPLE #1
My Grandparents' House
IDEAS AND CONTENT: [5]

Ideas are clear and focused. Details are meaningful to the writer. (Example: "Then the strong embrace of my
grandpa makes me feel safe.") The writing gives insight into why the place is important to the writer.
ORGANIZATION: [5]

The writing flows effectively from idea to idea. The presentation of information moves the reader through
the text. Important moments (such as when grandparents are hugging the writer) are "slowed down" and
elaborated.
VOICE: [4]

The tone adds interest to the writing and is appropriate to the audience. Voice has an honest and soothing
feel.
WORD CHOICE: [4]

Word choice is natural and effective. The writer includes specific details, such as the "calming sound of
people talking."
SENTENCE FLUENCY: [3]

Sentences flow easily and with rhythm. The paper lends itself to being read aloud. Sentences are correctly
constructed and hang together.
CONVENTIONS: [4]

Spelling is generally correct. Errors tend to be few and do not get in the way of meaning.
AREAS NEEDING IMPROVEMENT:

Revise for a stronger conclusion.

Add lively verbs.

Add some variety to length of sentences.

Add commas to compound sentences.
EXAMPLE #2
My Cousins backyard in Montana
IDEAS AND CONTENT: [4]

The topic is specific and a manageable size. Ideas are fresh and help the reader to see things in new ways.
(Example: "... a place to let out your frustration when no one will listen to you.") The reader is not left with
unanswered questions; the reader can picture the scene clearly.
ORGANIZATION: [4]

The organization is strong enough to move reader through the text without confusion.
VOICE: [4]

The voice is relaxed and honest. The tone of the writing adds interest because of rich and vivid description.
WORD CHOICE: [4]

The writing has strong sensory details. (Example: "....cool breeze of wind runs into our mouths.") There is
some good use of simile and metaphor. (Example: "...leaves feel like velvet.")
SENTENCE FLUENCY: [4]

The sentence structure and length enhance meaning. Sentences are of appropriate length and feel relaxed.
The paper lends itself to being read aloud.
CONVENTIONS: [4]

Spelling is generally correct. There are some errors needing correction before the paper is published.
AREAS NEEDING IMPROVEMENT:

Strengthen lead and conclusion.

Add lively verbs.

Polish for conventions.
You will be writing about yourself, about something that happened to you. It
doesn’t have to be about something big. Often the most interesting stories are
about little things-fishing one afternoon with your cousin, getting ready for your
first dance, meeting your new step father for the first time, meeting your best
friend, making a little mistake but learning a big lesson. Everyone has little
moments that stick out in his or her mind. You will be writing about one of those
moments and learning how to make your writing interesting.
This piece of writing will be placed in your Employability Portfolio and will remain
there until you graduate from high school. It will be a reflection of how well you
write at this moment.
In this piece of writing you will be expected to
..write an interesting lead or beginning
..use detail to make your story interesting-baby steps, thought shots, and
exploded moments (you’ll be learning about these)
..write dialogue correctly (if you see it)
..indent at paragraphs
..use punctuation correctly
..double check your spelling
This Memoir will be typed using 12 fonts, Times New Roman or Arial font, and
double spaced; it must be at least two pages long.
Dear Mr. Gaines,
For my book report for the month of January, I read “name of the book” by author’s name.

Did the main characters run into any problems? Adventures?

Who was your favorite character? Why?
Your personal experiences

Could you relate to any of the characters in the story?

Have you ever done or felt some of the things, the characters did?
Your opinion

Did you like the book?
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What was your favorite part of the book?
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Do you have a least favorite part of the book?

If you could change something, what would it be? (If you wish you could change the
ending, don't reveal it!)
Your recommendation

Would you recommend this book to another person?

What type of person would like this book?
Sincerely
Your Name
Direction: Before you begin your final draft, reread your paper. When you have made
your revisions and edits, write your final draft.
Decide on how much “Screen Time” you think students should have at home
after school, and then write several paragraphs to convince parents to follow
your advice. (Screen time, i.e. TV, games, computer…)
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