Curriculum Area Language Arts Grade Level 6 Title of Unit Informational Writing ‐ Persuasive Time Frame 4‐6 weeks Developed By Timberlane Regional Middle School Grade 6 LA Teachers Content Standards W:IW:6:1.1 In informational writing, students organize ideas/concepts by…Using an organizational text structure appropriate to focus/controlling idea (Local) EXAMPLES (of text structures): description, sequential, chronology, proposition/support, compare/contrast W:IW:6:1.2 In informational writing, students organize ideas/concepts by…Selecting appropriate information to set context, which may include a lead/hook (Local) W:IW:6:2.1 In informational writing, students effectively convey purpose by…Establishing a topic (Local) W:IW:6:2.2 In informational writing, students effectively convey purpose by…Stating and maintaining a focus/controlling idea (State) W:IW:6:3.1 In informational writing, students demonstrate use of a range of elaboration strategies by…Including facts and details relevant to focus/controlling idea, and excluding extraneous information (Local) W:IW:6:3.2 In informational writing, students demonstrate use of a range of elaboration strategies by…Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local) W:IW:6:3.3 In informational writing, students demonstrate use of a range of elaboration strategies by… Addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports ) (State) Reading standards will be embedded during implementation. Enduring Understandings Essential Questions Overarching Understanding Overarching • Every writing piece needs a focused topic. • Writers convey their purpose when they state and maintain a focus. • The focus of writing can be developed and supported by text structure. • Setting context for a piece attracts the readers’ attention. • Writers must identify and include facts relevant to their purpose. • There are various ways to elaborate in informational writing. • When setting the purpose for writing, the writer must consider the audience’s concerns. • Why is it important to organize? • How can an author set context without a lead or a hook? • How does an author establish a topic that effectively conveys their purpose? • How does an author state and maintain their focus in writing? • Why should only relevant facts and details be included in informational writing? • How does an author decide what's important to include in their writing? • What is “depth of information”? Why is it important? • Why is it important to address the audience’s concerns? • What does elaboration do for the audience? Related Misconceptions Will be embedded during implementation. Knowledge Students will know… Skills Students will be able to… • Persuasive writing follows a specific organizational structure and format. • Effective writers persuade their readers by supporting a position with strong, significant details. • Creating a rebuttal or a counterargument strengthens the writer’s position by addressing the audience’s concerns. • Introduce a focused topic with a hook sentence. • Organize a persuasive essay by creating and sequencing an introductory paragraph, body paragraphs, and a closing paragraph. • Maintain a strong, focused position with supporting details.
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Curriculum Area Language Arts Grade Level 6 Title of Unit Informational Writing ‐ Persuasive Time Frame 4‐6 weeks Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:IW:6:1.1 In informational writing, students organize ideas/concepts by…Using an organizational text structure appropriate to focus/controlling idea (Local)EXAMPLES (of text structures): description, sequential, chronology, proposition/support, compare/contrast W:IW:6:1.2 In informational writing, students organize ideas/concepts by…Selecting appropriate information to set context, which may include a lead/hook (Local) W:IW:6:2.1 In informational writing, students effectively convey purpose by…Establishing a topic (Local) W:IW:6:2.2 In informational writing, students effectively convey purpose by…Stating and maintaining a focus/controlling idea (State) W:IW:6:3.1 In informational writing, students demonstrate use of a range of elaboration strategies by…Including facts and details relevant to focus/controlling idea, and excluding extraneous information (Local) W:IW:6:3.2 In informational writing, students demonstrate use of a range of elaboration strategies by…Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local) W:IW:6:3.3 In informational writing, students demonstrate use of a range of elaboration strategies by… Addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports) (State) Reading standards will be embedded during implementation.
• Every writing piece needs a focused topic. • Writers convey their purpose when they state and maintain a focus. • The focus of writing can be developed and supported by text structure. • Setting context for a piece attracts the readers’ attention. • Writers must identify and include facts relevant to their purpose. • There are various ways to elaborate in informational writing. • When setting the purpose for writing, the writer must consider the
audience’s concerns.
• Why is it important to organize? • How can an author set context without a lead or a hook? • How does an author establish a topic that effectively conveys their
purpose? • How does an author state and maintain their focus in writing? • Why should only relevant facts and details be included in informational
writing? • How does an author decide what's important to include in their writing? • What is “depth of information”? Why is it important? • Why is it important to address the audience’s concerns? • What does elaboration do for the audience?
Related Misconceptions Will be embedded during implementation.
Knowledge Students will know… Skills Students will be able to…
• Persuasive writing follows a specific organizational structure and format. • Effective writers persuade their readers by supporting a position with
strong, significant details. • Creating a rebuttal or a counterargument strengthens the writer’s position
by addressing the audience’s concerns.
• Introduce a focused topic with a hook sentence. • Organize a persuasive essay by creating and sequencing an introductory
paragraph, body paragraphs, and a closing paragraph. • Maintain a strong, focused position with supporting details.
Key Resources & Technology Key Terms WriteSource Other resources and technology
will be embedded during implementation.
PersuadeStructure Focus Sequence Evidence
PositionSupport Purpose Sources Rebuttal
Point of ViewCitations Lead/Hook Audience Point/Counterpoint
Curriculum Area Language Arts Grade Level 6 Title of Unit Process Skills ~ Oral Communication Time Frame Ongoing
Developed By Timberlane Regional Middle School Grade LA Teachers
Content Standards W:OC:6:1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems (Local) W:OC:6:1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local) W:OC:6:1.4 Participating in large and small group discussions showing respect for a range of individual ideas (Local) W:OC:6:1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal (Local) W:OC:6:2.1 Demonstrating skills and logical organization and language use in interpersonal, small group and public exchanges (i.e., discussions, interviews) W:OC:6:2.2 Using verbal and nonverbal choices to convey consistent focus(Local) W:OC:6:2.3 Telling stories, giving information using details/elaboration and providing a coherent conclusion EXAMPLE: using books, pictures, displays, graphics or artifacts W:OC:6:2.4 Effectively responding to audience questions and feedback (Local) W:OC:6:2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, inflection, intonation, rhythm, and gesture) to communicate ideas effectively
Reading standards will be embedded during implementation. Understandings Essential Questions
Overarching Understanding Overarching
Interactive listening is vital to being able to perform specific tasks, answer questions, and solve problems.
Interactive listening and learning include summarizing, paraphrasing, questioning, and contributing to a presentation.
Active, respectful participation is required in large and small group discussions.
Reaching a consensus requires that participants respectfully consider all ideas presented within the group.
When presenting information orally, the speaker should keep in mind the audience, context, and purpose of the presentation.
Planning will help the presenter set and maintain a clear focus, thus strengthening the oral presentation.
Speakers use various strategies to help their audience understand (visuals, descriptions, restatements, paraphrases, etc).
Smooth transitions, support for the thesis, and a coherent conclusion help to keep an oral presentation organized.
Presenters can and should predict some of the audience’s questions and prepare responses.
Presenters use a variety of communication strategies such as eye contact, speaking rate and volume, articulation, inflection, intonation, rhythm, and gestures.
What is interactive listening? What impedes interactive listening? What does a speaker need from an audience? How does an interactive audience enhance an oral presentation? Why is respect an essential part of listening? What are the benefits of making a decision within a group? What makes an oral presentation effective? Why is it important to support an oral presentation with various
strategies? How do presenters anticipate and appropriately respond to audience
questions and feedback?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know… Skills Students will be able to…
The importance of interactive listening. Active, respectful participation is required in large and small group
discussions. Speakers use various strategies to help their audience understand the
presented material. Anticipating the audience’s responses contributes to the overall focus and
effectiveness of the oral presentation.
Listen interactively. Participate in small and large group discussions. Use a variety of strategies to enhance oral presentations. Respond effectively and respectfully to audience questions and feedback. Maintain a consistent focus during an oral presentation.
Curriculum Area Language Arts Grade Level 6 Title of Unit Process Skills ~ Habit of Writing Time Frame Ongoing
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards Appendix B Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. W:HW:6:2.1 Writing with frequency, including in school, out-of-school, and during the summer (Local) W:HW:6:2.2 Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3 Generating topics for writing (Local) EXAMPLES: Journal writing, free writes, poetry, quick writes, scientific observations, learning logs, readers’/writers’ notebook, letters and personal notes, reading response journals, sketch journals/cartooning, songs, lyrics W:HW:6:2.4 Writing in a variety of genres (Local)
Reading standards will be embedded during implementation.
Enduring Understandings Essential Questions
Overarching Understanding Overarching
Writing frequently results in stronger writing skills. Writers improve their skills by participating in a community of reflective
writers. Ideas or topics can be generated in a variety of ways, resulting in various
written products. There are multiple genres with specific characteristics that students can
explore in their writing.
What are the writing habits of published writers? Why is it important for authors to share their thoughts, observations, and
impressions, in their writing, with a community of writers/authors? How can I generate new topics for my writing? How can you recognize a specific genre, and why is it important?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know… Skills Students will be able to…
The importance of writing frequently. That communicating and reflecting within a community of writers is beneficial
to their success as writers. How to generate a topic. How to identify a specific genre.
Generate a topic for writing. Share thoughts, opinions, and impressions with peers. Recognize characteristics of specific genres.
Key Resources & Technology Key Terms
Will be embedded during implementation.
Brainstorm Reflection Observations Impressions
Communication Generate Idea/Topic
Genre Characteristic “Community of Writers”
Curriculum Area Language Arts Grade Level 6 Title of Unit Process Skills ~ Writing Conventions Time Frame Ongoing
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:C:6:1.1 Applying rules of standard English usage to correct grammatical errors EXAMPLES: subject-verb agreement, irregular plurals, sentence fragments and run-ons W:C:6:1.2 Applying capitalization rules (Local) W:C:6:1.4 Using punctuation to clarify meaning EXAMPLES: commas, apostrophes, quotation marks. W:C:6:2.5 Correctly spelling grade-appropriate, high frequency words, including homonyms and homophones and applying syllables and affix spelling patterns/rules (Local) EXAMPLES: consonant doubling, consonant patterns, units of meaning – common roots, base words, pre/suffixes.
Reading standards will be embedded during implementation.
Enduring Understandings Essential Questions
Overarching Understanding Overarching
The use of Standard English conventions allows the reader to understand what has been written.
Incorrect use of conventions (punctuation, grammar, spelling, etc.) can result in miscommunication.
Why is it important to apply punctuation? How can appropriate punctuation enhance writing? How can writers remediate difficulties with spelling and punctuation?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know… Skills Students will be able to…
Standard English conventions. The importance of adhering to conventional rules. Capitalization rules. Punctuation helps clarify meaning.
Use Standard English conventions in their writing. Self-monitor their use of conventions. Correct conventional and spelling errors in their writing.
Antonyms Prefix Suffix Sentence Fragment Run-on Sentence
Curriculum Area Language Arts Grade Level 6 Title of Unit Writing in Response to Literary Text Time Frame 4-6 weeks
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:RC:6:1.1 Selecting appropriate information to set context/background (Local) W:RC:6:1.2 Summarizing key ideas (Local) W:RC:6:1.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, by referring to and explaining relevant ideas (Local) W:RC:6:2.1 Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (Local) W:RC:6:2.2 Making inferences about the relationship(s) about content, events, characters, setting, themes and the relationship(s) among them (Local) EXAMPLE: Identifying theme and then making links between content/events and theme W:RC:6:2.3 Using specific details and references to text or relevant citations to support focus or judgment (Local) W:RC:6:2.4 Organizing ideas, using transition words/phrases and writing a conclusion that provides closure (Local)
Reading standards will be embedded during implementation.
Understandings Essential Questions
Overarching Understanding Overarching
Readers can summarize any of the elements of fiction: plot, setting, characterization, style, and theme.
Making connections to text leads to reading actively and developing a deeper understanding of ideas.
It is important to support one’s point of view in response to literary or informational text.
Active readers use information from text to draw conclusions/make inferences and interpret text in order to deepen understanding.
Citing relevant details helps to maintain a clear focus. To create a strong response it is important to organize ideas, use
transitional words and write a clear conclusion.
How do various authors emphasize specific elements of fiction in writing?
How does the identification of key ideas indicate comprehension? How does background knowledge affect a reader’s ability to comprehend
a text? How do I connect what I've read to other texts and broader ideas? How is a reader affected when an author’s point of view or focus is not
clearly established? How would you describe the connection between the reader’s reactions
and the author’s word choice? Why should we cite texts? How do references and details support judgments being made? What’s the purpose of transitional words in text? How can organizing ideas, using transition words/phrases, and writing a
conclusion help strengthen writing?
Related Misconceptions
“The End” is a strong conclusion. “Next” can come after “finally” when using transition words. Transitions words may be placed randomly throughout the writing as long
as they are “in there.” “To be continued” is an effective closure.
Knowledge Students will know… Skills Students will be able to…
A written response to text must be organized, include main ideas, supporting details and transition words.
Elements of fiction include plot, setting, characterization, style, and theme. A focused response to literary text includes organized ideas, transitional
words and clear conclusion. Making connections and inferences to text leads to reading actively and
developing a deeper understanding of ideas.
Analyze text for deeper understanding. Cite relevant details. Organize ideas. Use transitional words appropriately and effectively. Write concise conclusions.
Curriculum Area Language Arts Grade Level 6 Title of Unit Writing in Response to Informational Text Time Frame 4-6 weeks
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:RC:6:1.1 Selecting appropriate information to set context/background (Local) W:RC:6:1.2 Summarizing key ideas (Local) W:RC:6:1.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, by referring to and explaining relevant ideas (Local) W:RC:6:2.1 Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (Local) W:RC:6:2.2 Making inferences about the relationship(s) about content, events, characters, setting, themes and the relationship(s) among them (Local) EXAMPLE: Identifying theme and then making links between content/events and theme W:RC:6:2.3 Using specific details and references to text or relevant citations to support focus or judgment (Local) W:RC:6:2.4 Organizing ideas, using transition words/phrases and writing a conclusion that provides closure (Local)
Reading standards will be embedded during implementation.
Enduring Understandings Essential Questions
Overarching Understanding Overarching
Main ideas must be identified in order to effectively respond to or summarize informational texts.
Making connections to text actively engages the reader and provides a deeper understanding.
Maintaining a firm judgment, focus, or point of view in a written response to text shows understanding of what has been read.
How do readers identify the main ideas of a text? How do readers make connections? Why is it important to maintain a focus when responding to
informational text? How does a writer maintain a focus when responding to informational
text? Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know… Skills Students will be able to…
The ability to distinguish between relevant and irrelevant information is important in reading comprehension.
Understanding main ideas and supporting details allows students to construct a summary of informational text.
Making connections enhances understanding (T-T; T-W; T-S). Maintaining a firm judgment in a written response to text shows
understanding of what has been read. A written response to a text must be organized and include main ideas,
supporting details, and transition words. Drawing conclusions and inferences from written text provides deeper
understanding.
Distinguish between relevant and irrelevant information in informational text and writing.
Distinguish between main ideas and supporting details in an informational text and writing.
Construct written responses to informational texts, in which the students maintain a firm judgment, provide conclusions and inferences, and organize their ideas with supporting details and transition words.
Cite specific details from a text in order to maintain a firm judgment or position.
Judgment/Position Inference Transition words Comprehension Informational Text
Main Ideas Supporting Details Summary Citations
Curriculum Area Language Arts Grade Level 6 Title of Unit Expressive – Narrative Writing Time Frame 4-6 weeks
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:EW:6:1.1 Creating a clear and coherent (logically consistent) story line (Local) W:EW:6:1.2 Establishing context, problem/conflict/challenge, and resolution, and maintaining point of view, (1st person, 3rd person, or omniscient) W:EW:6:1.3 Using transition words/phrases to establish clear chronology and to enhance meaning W:EW:6:2.1 Using relevant and descriptive details and sensory language to advance the plot/story line (Local) EXAMPLE: I could hear bells ringing. It sent shivers down my spine. W:EW:6:2.2 Using dialogue to advance plot/story line (Local) W:EW:6:2.3 Developing characters through description, dialogue, and actions (Local) W:EW:6:2.4 Using voice appropriate to purpose (Local) W:EW:6:2.5 Maintaining focus (Local) W:EW:6:2.6 Selecting and elaborating important ideas; and excluding extraneous details (Local)
Reading standards will be embedded during implementation. Understandings Essential Questions
Overarching Understanding Overarching
Organization of events in a narrative creates a coherent story line. Setting, character, and conflict need to be established at the beginning of a narrative. Conflict must be resolved at the end of the story. Use of transitional words/phrases enhances meaning in written narratives. Details in narrative writing should be relevant and descriptive. Readers need description, sensory details, dialogue, and action in order to connect with
characters. Voice needs to match the characters in the story. When telling a story, a writer needs to set and maintain a focus and point of view. Revision may involve removing extraneous details, dialogue, and/or events that do not
support the focus of the story. Important ideas further the plot. Extraneous details confuse the plot.
How does an author create and resolve conflict within a story? Why are transition words important to a reader’s understanding? How can readers’ feedback help a writer with revising? How do sensory details/descriptive details enhance a story? Why does an author rely on description, dialogue and action as a way to
develop characters? What is meant by focus in a story? What is meant by voice and point of view in a story?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know that… Skills Students will be able to…
Characteristics of narrative writing include characters, plot, conflict and resolution, climax, organization, voice, and point of view.
Narrative writing is organized with a beginning, middle, and end. Transitions enhance the flow of narrative writing. The ability to distinguish between relevant and irrelevant details determines
the effectiveness of a narrative writing piece. Revision may involve removing extraneous details, dialogue, and/or events that
do not support the focus of the story.
Develop a story from beginning to end. Establish setting, character and conflict at the beginning of a narrative Use transitional devices. Maintain a consistent point of view. Use dialogue, sensory imagery and relevant details to advance plot. Develop character through description and characterization. Maintain focus in their writing. Use voice appropriate to purpose. Develop relevant details and remove irrelevant details.
Key Resources & Technology Key Terms
Will be embedded during implementation.
Storyline/Plot (beginning, middle, end) Character Setting Conflict Resolution
Point of view Transitions Narrative Revision Characterization Relevant
Irrelevant Sensory Imagery Dialogue Voice Focus Writing Process
Curriculum Area Language Arts Grade Level 6 Title of Unit Informational Writing - Reports Time Frame 4-6 weeks
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:IW:6:1.1 In informational writing, students organize ideas/concepts by…Using an organizational text structure appropriate to focus/controlling idea (Local) EXAMPLES (of text structures): description, sequential, chronology, proposition/support, compare/contrast W:IW:6:1.2 In informational writing, students organize ideas/concepts by…Selecting appropriate information to set context, which may include a lead/hook (Local) W:IW:6:2.1 In informational writing, students effectively convey purpose by…Establishing a topic (Local) W:IW:6:2.2 In informational writing, students effectively convey purpose by…Stating and maintaining a focus/controlling idea (State) W:IW:6:3.1 In informational writing, students demonstrate use of a range of elaboration strategies by…Including facts and details relevant to focus/controlling idea, and excluding extraneous information (Local) W:IW:6:3.2 In informational writing, students demonstrate use of a range of elaboration strategies by…Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local) W:IW:6:3.3 In informational writing, students demonstrate use of a range of elaboration strategies by addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports) (State)
Reading standards will be embedded during implementation. Enduring Understandings Essential Questions
Overarching Understanding Overarching
Writers need to plan content and structure of informational writing, based on readers’ typical questions.
Writers use a lead to introduce a topic. Writers need to set a clear topic to effectively convey a purpose. Focus needs to be stated and maintained throughout an informational writing
piece. Careful planning before writing helps the writer select only relevant
facts/details. Elaborate text leads the reader to understanding. When establishing the purpose for writing and selecting relevant details, the
writer must consider the understanding of the audience.
How does an author choose a text structure appropriate to the focus of the piece?
Why is it important to organize? How does the writer effectively create a lead to introduce a topic? Why is it at times difficult to set a clear topic? How do I establish a topic that effectively conveys my purpose? How do I state and maintain my focus in writing? Why should only relevant facts and details be included in informational
writing? How does a writer decide how much and what kind of detail to include? What are some strategies that writers use to elaborate in informational
writing? Why is it important to address the audience’s understanding?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know… Skills Students will be able to…
Written reports follow a specific organizational structure. Writers organize main ideas and details, providing sufficient content to
satisfy a purpose. Written reports maintain a controlled focus on a specific topic.
Construct a written report with a specific topic and a controlled focus. Provide a lead sentence to introduce a topic. Appropriately organize main ideas and details in paragraphs. Utilize a range of text structures in order to describe, sequence, support, or
compare and contrast. Transition from one idea to the next.
Key Resources & Technology Key Terms
Will be embedded during implementation.
Report Focus Organize Structure/Format Support Main Ideas
Compare/Contrast Conclusion Transition Transition Words Sequence
Lead Details References/Sources Citations Elaboration
Curriculum Area Language Arts Grade Level 6 Title of Unit Informational Writing - Procedures Time Frame 4-6 weeks
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:IW:6:1.1 In informational writing, students organize ideas/concepts by…Using an organizational text structure appropriate to focus/controlling idea (Local) EXAMPLES (of text structures): description, sequential, chronology, proposition/support, compare/contrast W:IW:6:1.2 In informational writing, students organize ideas/concepts by…Selecting appropriate information to set context, which may include a lead/hook (Local) W:IW:6:2.1 In informational writing, students effectively convey purpose by…Establishing a topic (Local) W:IW:6:2.2 In informational writing, students effectively convey purpose by…Stating and maintaining a focus/controlling idea (State) W:IW:6:3.1 In informational writing, students demonstrate use of a range of elaboration strategies by…Including facts and details relevant to focus/controlling idea, and excluding extraneous information (Local) W:IW:6:3.2 In informational writing, students demonstrate use of a range of elaboration strategies by…Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local) W:IW:6:3.3 In informational writing, students demonstrate use of a range of elaboration strategies by… Addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports) (State)
Reading standards will be embedded during implementation.
Enduring Understandings Essential Questions
Overarching Understanding Overarching
Writers need to plan content and structure of informational writing, based on readers’ typical questions.
Writers need to create connections for understanding between themselves and the reader.
Writers need to set a clear topic. Focus needs to be stated and maintained throughout an informational writing
piece. Careful planning before writing helps the writer distinguish between relevant
and irrelevant facts/details. When writing procedures, writers include sufficient details and facts. When setting the purpose for writing, the writer must consider the
audience’s concerns.
How does an author choose a text structure appropriate to the focus of the piece?
Why is it important to organize writing? How do writers create connections between themselves and the reader? Why is it sometimes difficult to set a clear topic? How does topic relate to purpose? How does planning help a writer maintain focus? Why should only relevant facts and details be included in informational
writing? How does a writer decide how much and what kind of detail to include? Why is it important to consider the audience’s concerns?
Related Misconceptions
A list of steps is the same as a procedural essay. Numbers are the same as transition words. Example: First, Second, Third,
Twenty-Second. If I can understand it everyone else can. You have to complete the lab or have knowledge on procedure before writing
it. Everyone has the same background knowledge as me.
Knowledge Students will know… Skills Students will be able to…
In informational writing, effective writers maintain a focused idea. A written procedure follows a sequential or chronological organizational
pattern. Transition phrases/words are essential to writing thorough procedures. The writer must address potential problems affecting the audience’s
understanding.
Write with a purpose. Convey specific, sequential information. Provide supporting facts that name, describe, or explain a procedure. Consider and address the concerns of the audience.
Key Resources & Technology Key Terms
Will be embedded during implementation.
Procedure Sequence Chronology
Organization Purpose Convey
Transitions Transition words
Curriculum Area Language Arts Grade Level 6 Title of Unit Process Skills ~ Structure of Language Time Frame Ongoing
Developed By Timberlane Regional Middle School Grade 6 LA Teachers
Content Standards W:SL:6:1.1 Using varied sentence length and structure to enhance meaning (e.g. including phrases and clauses) (State) W:SL:6:1.2 Using the paragraph form: indenting, main idea, supporting details (State) W:SL:6:1.3 Recognizing organizational structures within paragraphs (Local) EXAMPLES (of text structures): description, sequence, chronology, proposition/support, compare/contrast, problem/solution W:SL:6:1.4 Applying a format and text structure appropriate to the purpose of the writing (Local) EXAMPLE: Given a paragraph, students write the next paragraph, using appropriate and consistent text structure W:SL:6:1.6 Applying directionality as appropriate to text (Local)
Reading standards will be embedded during implementation.
Enduring Understandings Essential Questions
Overarching Understanding Overarching
Varied sentence structure and length enhances meaning. Using standard paragraph form clarifies the message for a reader. The structure and format of written text will vary according to the purpose
of the writing. Organization is essential to clarity in a piece of writing.
Why is it important to vary sentence length and structure in writing? How do main ideas and supporting details help strengthen a paragraph? Why is indenting important to paragraph structure? Why do organizational structures differ according to genre? Why do I need to know the purpose of writing?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know… Skills Students will be able to…
There are different organizational structures according to genre. Organization affects the reader’s understanding of a written text. Standard paragraph form is used as an organizational tool.
Write a paragraph that includes sentences of varied lengths and structures.
Indent where appropriate. Organize main ideas and details in a paragraph. Identify the format of the genre.
Key Resources & Technology Key Terms
Will be embedded during implementation.
Structure Format Organization Paragraphs Topic Sentence
