Language Arts: Grammar/Writing
Meeting Challenges

At the completion of this unit students will:

Story: Frindle
Define and identify four kinds of sentences.
Use four kinds of sentences in writing with correct end punctuation.
Identify qualities of a character sketch.
Write a character sketch with a strong voice.
Use a rubric.


Story: Thunder Rose
Define and identify subjects and predicates.
Use subjects and predicates correctly in writing. 
Identify and correct fragments and run-on sentences.
Identify qualities of a tall tale.
Write a tall tale using humor and exaggeration to create a mood.
Focus on word choice.
Use a rubric.


Story: Island of the Blue Dolphins
Define and identify independent and dependent clauses.
Use independent and dependent clauses to build and write sentences.
Identify qualities of a friendly or thank you letter.
Write a letter using transitions to connect ideas smoothly and with correct organization/paragraphs.

Story: Satchel Paige
Define and identify compound and complex sentences.
Use compound and complex sentences in writing, with correct punctuation.
Identify qualities of a feature article about a famous person.
Write a feature article with recognizable tone.

Story: Shutting Out the Sky
Define and use common and proper nouns correctly in writing.
Identify and categorize common and proper nouns.
Write a narrative for a test.
Identify key words in a prompt.

Yes

No

Students will be assessed:

• During whole group discussion, the teacher will use observation checklists, answers recorded on the SMART Board, and/or Moodle responses to evaluate student learning.
• The student will complete independent work, GWPB pages, that will assess student learning.
• The teacher will use observation and questioning while students are participating in teacher-made, hands-on, activities.
• Using Weekly assessments and Unit Benchmark Tests.
• Using Rubrics/Scoring Guides to score writing assignments.

Students will be assessed:

1. Using the Four Kinds of Sentences GWPB pages 3-4, and GWB test pages 52-53 to show that the students can define and identify the Four Kinds of Sentences.
    Writing: using a rubric to write a character sketch using a strong voice and focusing on word choice.

2. Using the Subjects and Predicates GWPB pages 7-8, and GWB test pages 58-59 to show that the students can define, identify, and use Subjects and Predicates in writing. Using the Subjects and Predicates GWPB page 8 to show that the students can identify and correct Fragments and Run-On Sentences.
    Writing: using a rubric to write a tall tale using humor, exaggeration and good word choice to create a mood.

3. Using the Independent and Dependent Clause GWPB pages 11-12, and GWB test pages 64-65 to show that students can define, identify, and use Independent and Dependent Clauses to build and write sentences.
    Writing:  write a friendly or thank you letter using transitions and correct organization.

4. Using the Compound and Complex Sentences GWPB pages 15-16, and GWB test pages 70-71 to show that students can define, identify, and use Compound and Complex Sentences in writing.
    Writing: write a feature article with recognizable tone and good word choice.

5. Using the Common and Proper Noun GWPB pages 19-20, and GWB test pages 76-77 to show that students can define and use Common and Proper Nouns in writing.  Using the Common and Proper Noun cooperative learning activity to show that students can identify and categorize words as Common and Proper Nouns.
    Writing:  identify key words in a prompt, and write a narrative for a test, including key words in the prompts.



6. Using the Unit 1 Benchmark Exam to show students can:

          a.  Define and identify the four kinds of sentences. (Questions 33, 34, 35)

          b.  Use the four kinds of sentences in writing. (Writing Performance Event)

          c.  Define and identify subjects and predicates. (Questions 36, 37)

          d.  Use subjects and predicates in writing. (Writing Performance Event)

          e.  Define and identify independent and dependent clauses.  (Question 38)

          f.   Use independent and dependent clauses to build and write sentences.
               (Writing Performance Event)

          g.  Define and identify compound and complex sentences. (Questions 39)

          h.  Use compound and complex sentences in writing.  (Writing Performance Event)

           i.  Define and use common and proper nouns correctly in writing.  (Question 40 and Writing  Performance Event)



         

80%

During whole group and guided instruction, students will:

1. View grammar transparency on SMART Board, following along as teacher explains and identifies different types of sentences (declarative, interrogative, imperative, exclamatory). They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB) on the four types of sentences.
Writing: View writing transparency 1A on the SMART Board, participating in class discussion about the qualities of a character sketch and how the author can use a strong voice to show feelings. View writing transparency 1B on SMART Board, working as a group to analyze different passages to identify uses of voice.


2. View grammar transparency on SMART Board, following along as teacher explains and identifies subjects and predicates.  They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB), on subjects and predicates.
Writing: View writing transparency 2A, following along as teacher discusses the qualities of the tall tale and the use of humor and exaggeration.  View transparency 2B, reading the directions they will work together to identify the mood and write details to create a specific mood.

3. View grammar transparency on SMART Board, following along as teacher explains and shows examples of independent and dependent clauses. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB); to define and identify independent and dependent clauses.  While completing the worksheets they will practice using independent and dependent clauses in writing.
Writing: View transparency 3A, following along as teacher explains and discusses friendly/thank you letters, showing the correct organization of them.  View transparency 3B, working together in groups to understand the purpose and use of transitions.

4. View grammar transparency on SMART Board, following along, participating in discussion as the teacher defines and shows examples of compound and complex sentences.  They will interact using the SMART Board to complete guided practice worksheets (GWPB); demonstrating their ability to identify and define compound and complex sentences; and use them in writing with correct punctuation.
Writing:  View transparency 4A, following along as the teacher explains and discusses feature articles, showing how exact descriptions (word choice) gives sense to the reader.  View transparency 4B, working together in groups to identify tone and create suitable tones.

5. View grammar transparency on SMART Board, participating in discussion as the teacher defines and shows examples of common and proper nouns.  They will interact using the SMART Board to complete guided practice worksheets (GWPB), demonstrating their ability to recognize, identify, define, and use common and proper nouns; and use them in writing, with correct punctuation.
Writing: View transparency 5A, following along as the teacher explains and discusses word choice and identifying key words in prompts.  View transparency 5B, working together in groups to identify writing that shows rather than tells.




During independent work time, students will complete:

1.  Four Kinds of Sentences Grammar and Writing Practice Book pages 3 and 4.

2.  Subjects and Predicates Grammar and Writing Practice Book pages 7 and 8.

3.  Independent and Dependent Clauses Grammar and Writing Practice Book pages 11 and 12.

4.  Compound and Complex Sentences Grammar and Writing Practice Book pages 15 and 16.

5.  Common and Proper Nouns Grammar and Writing Practice Book pages 19 and 20. 
Work with partners to create common and proper noun flash cards.  One student will be the
common person, creating a "common noun" card.  Then, the other student will create a matching  "proper noun" card (ex. common noun- city; proper noun- Winona).

Writing

1.  Prewrite and Draft.  Prewrite: read the writing prompt on page 35 (Student Edition).  Then students will think about a character or person who has an interesting trait.  They will make a word web about the person or brainstorm different adjectives and strong action words that fit the character.  Draft: When they have finished, they will begin writing their first draft of the character sketch.  Draft and Revise. When finished writing the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When satisfied with their paper and their evaluation they will turn both in to the teacher.

2. Prewrite and Draft. Prewrite: read the writing prompt on page 65 (Student Edition). Use a graphic organizer or chart to help brainstorm and articulate ideas for writing.  Draft: begin writing a tall tell.  Draft and Revise: When finished writing, the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When satisfied with their paper and evaluation, they will turn both in to the teacher.  The teacher may have the students to share with the class or create a tall tell bulletin board display.

3. Prewrite and Draft.  Prewrite: read the writing prompt on page 85 (Student Edition).  Decide to whom the letter will be written.  Brainstorm to organize thoughts and choose words that give clear pictures of events or things.  Draft: Using the correct format, begin writing the letter.  Draft and Revise:  When finished writing, the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When they have completed their work and have evaluated it, they will turn both work and rubrics in to the teacher.

4. Prewrite and Draft.  Prewrite: read the writing prompt on page 109 (Student Edition).  Think about a topic that is interesting.  Write that topic into the center of a word web and begin listing interesting facts and key details around it.  Draft: Write a feature article about it.  Draft and Revise:  When finished writing, the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When they have completed their work and have evaluated it, they will turn both work and rubrics in to the teacher.

5. Prewrite and Draft.  Read the writing prompt on page 129 (Student Edition).  Using these writing test tips: 1. Read the prompt carefully; 2. Develop a plan; 3. Support your ideas; 4. Choose clear, precise words; 5. Check your writing, write a narrative about an experience that was meaningful to you.  Draft and Revise:  When finished writing, the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When they have completed their work and have evaluated it, they will turn both work and rubrics in to the teacher.

During whole group and guided instruction, the teacher will:

1. Use prepared lesson materials including Transparency 1, Grammar and Writing Practice Book (GWPB) pages 1 and 2, and the SMART Board to teach, discuss, and provide guided practice, on the Four Kinds of Sentences. Writing: use Transparency 1A to discuss, point out, and model using "voice" in writing. Explain how a writer should use sentences that show his/her feelings about a character. The teacher will discuss how using words such as old-fashioned, funny, smart, and strict make the voice lively and show that a complex, interesting person is being described in the Character Sketch.  Then, the teacher will use Transparency 1B to discuss and guide the students as they analyze the passages to identify use of voice.  Before the students begin their prewriting process, the teacher will discuss and provide examples of different graphic organizers, explaining how they can be used to help organize thoughts during the writing process.  While brainstorming (prewrite), writing and editing the Character Sketch, the teacher will assist and guide the students as needed.  Then, the students and teacher will use the scoring rubric to evaluate students' work. **The teacher will provide the students with revising checklists for each writing assignment. 

2. Use prepared lesson material including Transparency 2 and GWPB pages 5-6 on the SMART Board to teach, discuss, and provide guided practice, on Subjects and Predicates.  Writing: use Writing Transparency 2A to discuss the model of a Tall Tale and the writing trait of "word choice".  Explain how the writer uses exaggeration to described things colorfully.  Using exaggeration can make a story both funny and vivid, creating a good mood.  Next, display Writing Transparency 2B.  Read the directions and guide the students as the discuss and work together to identify mood and write details to create a specific mood.  Share an example of a Tall Tale the you might write, then discuss and point out the exaggeration that you used to create a specific mood.  The teacher will have the students to read page 65 in the student edition and instruct them to write their own tall tale, using exaggeration to stretch the truth in an entertaining way.  While brainstorming (prewrite), writing and editing the Character Sketch, the teacher will assist and guide the students as needed.  Then, the students and teacher will use the scoring rubric to evaluate students' work. **The teacher will provide the students with revising checklists for each writing assignment. 


3. Use prepared lesson material including Transparency 3 and GWPB pages 9-10, on the SMART Board to teach, discuss, and provide guided practice, on Independent and Dependent Clauses.  Writing: Review the story Island of the Blue Dolphins.  Discuss how the author built narrative paragraphs, using many time and place transitions.  Display Writing Transparency 3A.  Discuss the model with the students highlighting the format (parts) of a friendly or thank you letter, as well as the use of transitions which help the letter to flow smoothly.  Next, display Writing Transparency 3B.  Support and guide the students as they work together to understand the purpose of and use transitions.  The teacher will share his/her own example of a friendly letter with the students.  The letter should include transitions such as "first thing in the morning," "as we started out," "by the time we stopped for lunch," and  "just before the sun went down," to show the sequence of events clearly.  The letter should also be written in correct format including the greeting, body, and closing. (the teacher may want to include a heading as well)  The teacher will go over student edition page 85 with the students and make sure that they are clear on their assignment. Then, the students and teacher will use the scoring rubric to evaluate students' work. **The teacher will provide the students with revising checklists for each writing assignment. 


4. Use prepared lesson material including Transparency 4 and GWPB pages 13-14, on the SMART Board to teach, discuss, and provide guided practice, on Compound and Complex Sentences. Writing:  After reading Satchel Paige with the students, discuss how the author used exact, vivid words to create a tone and/or style.  Tell the students that a writer uses exact description and adjectives to give a sense of the person.  Display Writing Transparency 4A.  Explain to the students that a feature article tells about an interesting person or event and that it answers the questions who? what? when? where? and why?  It should grab your attention at the beginning.  Using vivid descriptive words helps give sense and set the tone for the reader.  Next, display Writing Transparency 4B, read the directions and guide the students as they work to identify tone and create a suitable tone.  Provide the students with an example of a feature article that you might write, giving them examples of how you could develop a certain tone.  Instruct the students to read the prompt on page 109 in their student edition.  Make sure that they understand the writing assignment (writing a Feature Article).  Then, the students and teacher will use the scoring rubric to evaluate students' work. **The teacher will provide the students with revising checklists for each writing assignment. 


5. Use prepared lesson material including Transparency 5 and GWPB pages 17-18, on the SMART Board to  teach, discuss and provide guided practice, on Common and Proper Nouns.  Writing:  review Shutting Out the Sky.  Lead the students to think about how the writer uses words to show how crowded the immigrants were.  Explain that the writer was using strong vivid words to "show", not "tell" the reader things.  "Showing" means that the writer uses strong, vivid words to create pictures and figures of speech for the reader.  They will be able to picture it in their minds as they read.  Display Writing Transparency 5A.  Discuss the model with the students, pointing out the specific choice of words and how the details and comparisons help readers picture how the boarders looked and understand how they felt.  Then, display Writing Transparency 5B.  Guide and work with the students as they work to identify writing that shows rather than tells.  Share an example with the students demonstrating the difference between showing and telling.  Instruct the students to read page 129 in their student edition.  They will now write their own narrative about an experience.  Before they begin, go over the Writing Test Tips 1. Read the prompt carefully, 2. Develop a plan, 3. Support your idea, 4. Choose clear, precise words, 5. Check your writing. Then, the students and teacher will use the scoring rubric to evaluate students' work. **The teacher will provide the students with revising checklists for each writing assignment. 
The teacher will give instruction, discuss and model how to complete the Common and Proper
Noun activity (directions are attached to the lesson).

While students are completing independent assignments, the teacher will observe and assist students having difficulties.

Scott Foresman Reading Street

• Grammar Transparencies
• Grammar and Writing Practice Books
• Grammar and Writing Books
• Unit 1 Benchmark Test

www.PearsonSuccessNet.com
Teacher-made cooperative learning activities
SMART Board

Each week, for reinforcement, the students will complete Daily Fix-It pages to find and correct errors in grammar, spelling, and punctuation.

1. Use pages 50-51 in the Grammar and Writing Book to extend instruction on the Four Kinds of Sentences.

2. Use pages 56-57 in the Grammar and Writing Book to extend instruction on Subjects and Predicates.

3. Use pages 62-63 in the Grammar and Writing Book to extend instruction on Independent and Dependent
    Clauses.

4. Use pages 68-69 in the Grammar and Writing Book to extend instruction on Compound and Complex
    Sentences.

5. Use pages 74-75 in the Grammar and Writing Book to extend instruction on Common and Proper Nouns.
    The students may also use the activity cards that they created to practice and review common and
    proper nouns.

If additional practice is needed, use other pull-in resources and peer tutoring.

Use centers and cooperative group activities during weekly small group time.
Use Grammar and Writing Book with corresponding pages to enhance and build on the writing concepts.

Address special needs during small group instruction.

Teacher/student one-on-one meetings.