SYRACUSE CITY SCHOOL DISTRICT Grade06 Unit 02 Writing Unit

Revised: 7/24/2014
SYRACUSE CITY SCHOOL DISTRICT
Grade06 Unit 02 Writing Unit
Informational Writing
Writing Standards: W.6.1, W.6.4, W.6.5, W.6.9
Language Standards: L6.1,L.6.2, L.6.3,L. 6.4,L. 6.5
Reading Standards:RI.6.8
UNIT DESCRIPTION
This argumentative writing unit asks students to reflect on the issues presented in the Informational
Reading Unit in order to plan and craft a persuasive letter. Students will use persuasive techniques and present
a clearly organized argument, supported with evidence gathered through the effective selection, organization,
and analysis of relevant sources. Emphasis will be given to the development of a claim supported with clear
reasons and relevant evidence, appropriate attention to task, purpose, and audience, the introduction of a
counterclaim and a call to action. Writing a persuasive letter will challenge students to develop strong
persuasive techniques and disciplined planning, drafting, and revision skills.
Implementation Dates: December 10, 2014 –
January 5, 2015
Unit Assessment Dates: January 6, 2014 –
January 7, 2014
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STANDARDS
Writing Standards:
Language Standards:
W.6.1 Write arguments to support claims with clear reasons and relevant
L.6.1 Demonstrate command of the conventions of standard English
evidence.
grammar and usage when writing or speaking.
a. Introduce claim(s) and organize the reasons and evidence clearly.
a. Ensure that pronouns are in the proper case (subjective, objective,
b. Support claim(s) with clear reasons and relevant evidence, using
possessive).
credible sources and demonstrating an understanding of the topic or
b. Use intensive pronouns (e.g., myself, ourselves).
text.
c. Recognize and correct inappropriate shifts in pronoun number and
c. Use words, phrases, and clauses to clarify the relationships among
person.
claim(s) and reasons.
d. Recognize and correct vague pronouns (i.e., ones with unclear or
d. Establish and maintain a formal style.
ambiguous antecedents).
e. Provide a concluding statement or section that follows from the
e. Recognize variations from standard English in their own and others’
argument presented.
writing and speaking, and identify and use strategies to improve
W.6.4 Produce clear and coherent writing in which the development,
expression in conventional language.
organization, and style are appropriate to task, purpose, and audience.
L.6.2 Demonstrate command of the conventions of standard English
W.6.5 With some guidance and support from peers and adults, develop
capitalization, punctuation, and spelling when writing.
and strengthen writing as needed by planning, revising, editing, rewriting,
a. Use punctuation (commas, parentheses, dashes) to set off
or trying a new approach.
nonrestrictive/parenthetical elements.*
W.6.9 Draw evidence from literary or informational texts to support
b. Spell correctly.
analysis, reflection, and research.
L.6.3 Use knowledge of language and its conventions when writing,
a. Apply grade 6 Reading standards to literature (e.g., “Compare
speaking, reading, or listening.
and contrast texts in different forms or genres [e.g., stories and
a. Vary sentence patterns for meaning, reader/ listener interest, and
poems; historical novels and fantasy stories] in terms of their
style.*
approaches to similar themes and topics”).
b. Maintain consistency in style and tone.
b. Apply grade 6 Reading standards to literary nonfiction (e.g.,
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning
“Trace and evaluate the argument and specific claims in a text,
words and phrases based on grade 6 reading and content, choosing
distinguishing claims that are supported by reasons and evidence
flexibly from a range of strategies.
from claims that are not”).
a. Use context (e.g., the overall meaning of a sentence or
Embedded Reading Standards:
paragraph; a word’s position or function in a sentence) as a clue to
RI.6.8 Trace and evaluate the argument and specific claims in a text,
the meaning of a word or phrase.
distinguishing claims that are supported by reasons and evidence from
b. Use common, grade-appropriate Greek or Latin affixes and roots
claims that are not.
as clues to the meaning of a word (e.g., audience, auditory,
audible).
c. Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
L.6.5 Demonstrate understanding of figurative language, word
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relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect,
part/whole, item/category) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., stingy, scrimping, economical,
unwasteful, thrifty).
Writing Rubric
Link to standards-based rubric
Link to Assessment Text
Writing Assessment
Link to Assessment
Guiding Prompt for Unit:
The primary purpose of persuasive writing is to give an opinion about an issue and try to influence the reader’s way of thinking with supporting
evidence. There are times when we are affected by an issue or event in our lives and we begin to form an opinion. These issues and events are
usually tied to a strong emotion and a persuasive letter can be written to encourage others to action. Think back to the previous unit’s reading
selections. Reflect on the issues that were brought up. Choose one issue in which you believe you can make a difference in your family, school, or
community. Write a persuasive letter to someone whom you can influence to action.
Note to teacher: If students do not choose to focus on an issue from the previous unit, there is a list of resources for local issues below.
In your letter, be sure to include the following:
 Introduce your claim with a thesis statement
 Support your claim with clear reasons an relevant evidence
 Include a counterargument
 Provide a conclusion with a call to action
 Correct word usage, capitalization, punctuation, and spelling
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Mentor Texts for Think Alouds and Modeling
Resources for Local Issues
Dressed for Success? By Melanie Bertotto [Lexile 970] in Glencoe
inTime Magazine:
Mean Messages. Bullies have entered cyberspace. What can be done
to stop them? By Nicole Iorio
Why Can’t We Be Friends? By Kathryn R. Hoffman
Syracuse City School District Home Page
Library Links Databases
Local Newspaper
http://www.syracuse.com/poststandard/
Local New Stations:
News Channel 9
CNY Central
YNN
City of Syracuse Home Page
“Confessions of a (Former) Bully” by Connie King
“Go Outside and Play” by Tom Dawson
Foreword by Martin Sheen and “A Child of War” by Alaha Moradi, in
Teen Ink: What Matters edited by Stephanie Meyer, John Meyer, and
Peggy Veljkovic
Big Ideas
Essential Question
Writers produce arguments to support claims with clear reasons and
relevant evidence.
Writers draw evidence from credible sources to support their arguments.
Persuasive letters are written to call others to action.
How does an author persuade their readers?
How does a persuasive letter call others to act on an issue?
Vocabulary
Argue
Claim
Convince
Opinion
Oppose
Persuade
Support
Thesis
Anchor Charts
Boxes and Bullets
Citing Sources
Transitions
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Standard/
Outcome
Teaching Points
(Lesson Objectives)
2.1 Writers generate ideas by
thinking about an issue in their
family, school or community
that evokes a strong reaction
or emotion like fear, joy,
empathy, or anger. They do
this by asking themselves
questions such as:
 How could the world
change for the better?
 Is there anything that
people do that I think is
wrong or unfair?
 What bigger idea might this
be about?
Checks for Understanding
T-Chart with family, school, or
community issues on one side
and feelings/reactions on the
other side
Family, school,
or community
issues
Feelings/
reactions
Writing or rehearsing before drafting
helps you think through your opinion
and what some of the opposing ideas
might be.
Teacher Read Aloud:
Foreword by Martin Sheen or
“A Child of War” by Alaha
Moradi
Ten Persuasive Prompts
Sentence Stems: Some people
think…but I think…
This makes me think…
I’m realizing that…
I worry about…
Generating/
Brainstorm
2.2 Writers prepare to argue
their point by thinking carefully
about both the reasons they
think they are right as well as
the reasons other people may
disagree with them. They do
this by debating their ideas with
a writing partner.
Scaffolds & Supports
Partner Discussion: Using the
Timed Pair Share protocol,
students share their reasons for
their argument including a
counterclaim. Listening partner
responds with a one-sentence
summary of the writer’s opinion.
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Guiding Questions for Teachers
using the mentor text:
What message is the author
trying to communicate to the
reader?
Is it to show the reader a
different perspective on a
topic?
Is it to share a new
understanding or revelation
about an issue or interest?
Sentence Starters:
The topic I have chosen for my
persuasive essay is…
I have chosen this topic
because…
The debatable issue I will focus
on is…
My target audience for this
essay is…because…
While some people argue…in
Instructional Resources & Tools
Overview: What is a persuasive
essay?
LearnZillion Identify the parts of
a persuasive essay
Persuasive Writing video
Persuasive Techniques
LearnZillion
Select a topic for an
argumentative essay
Smart Writing by Laura Robb
Persuasive Writing by Great
Source
Counterclaim Prezi
Resources for Local Issues
“Listing the Pros and Cons of an
Argument” and/or “Airing the
Opposing Point of View,”
Nonfiction Craft Lessons by
Portalupi and Fletcher, pp. 102103
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Scaffolds & Supports
Instructional Resources & Tools
fact…
Topic/Audience/Purpose
Graphic Organizer
Tips for the Counterargument
2.3 Writers develop a strong
thesis statement by asking:
 Did I state what I will be
arguing?
 Did I state the reasons for
my argument?
 Does it clearly tell the
reader what my essay will
be about?
Planning &
Drafting
2.4 Writers gather evidence to
support their thesis by
Asking, “What type of
information do I need to
convince the reader?” and
then, finding supporting
evidence from credible
sources.
2.5 Writers organize information
for an argumentative essay by
listing supporting evidence and
then ask:
Do I have enough evidence to
make a strong argument for my
thesis?
2.6 Writers compose an
Introduction Goals
QuickWrite: Students draft their
thesis statement by combining
their claims and supporting
reasons.
QuickWrite:
What are two or three sources
to find evidence to support my
thesis?
What are examples to support
the evidence?
QuickWrite:
In order of importance, what
are the three most important
pieces of evidence?
Write a topic sentence for
each.
Scaffolding Questions:
Would other people agree or
disagree with this idea?
Why do I think this? List three
experiences with this idea
Articles from the Reading
Informational Text
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Five Ways of Looking At a Thesis
Creating A Thesis Statement
Purdue OWL
LearnZillion
Gather evidence to support a
thesis
Resources for Local Issues
Organizing My Notes Graphic
Organizer
Boxes and Bullets Graphic
Organizer
Developing a Strong Thesis
Statement
Purdue OWL
LearnZillion
Organize information for an
argumentative essay
A String of Beads Visual
Organizer
Reflecting questions:
Do I have enough evidence to
make a strong argument for my
thesis statement?
Did I cite my sources?
Students begin to write an
LearnZillion
Write a thesis statement for an
argumentative essay
Hooks in Persuasive Writing
LearnZillion
Standard/
Outcome
Teaching Points
(Lesson Objectives)
introduction that includes:
 A powerful lead with a
hook to grab the reader’s
attention.
 A description of the topic
and why it’s important.
 A build-up to the thesis
statement as the last
sentence of the paragraph.
Checks for Understanding
Scaffolds & Supports
introduction.
Instructional Resources & Tools
Write an introductory
paragraph for an
argumentative essay
Reflecting questions:
Did I hook the reader with a
personal story, anecdote, or an
interesting fact?
Did I tell the reader why this issue is
important?
Did I write the thesis statement as
the last sentence of my
paragraph?
Writing the Essay
Glencoe TE pp.567-568
Letter Generator
Students begin to draft the
body paragraphs of their letter.
2.7 Writers draft body
paragraphs for a persuasive
letter by introducing evidence
and explaining how it supports
the thesis statement
2.8 Writers create a concluding
paragraph by:
 Restating the thesis.
 Reviewing the reasons and
key details.
 Making a call to action.
Revising
2.9 Writers revise their
persuasive letters by adding
Reflecting questions:
Did I include a topic sentence at
the beginning of each paragraph?
Does my paragraph stay focused
on supporting the topic sentence?
Does my concluding sentence
explain how the evidence proves
my thesis?
Students write multiple closing
paragraphs and justify their
ending choice.
Reflecting questions:
What do I see as the solution to the
issue I chose?
What do I want my audience to
do about this issue?
What methods can I use in the
conclusion to further persuade the
audience?
Students analyze their drafts,
find places for transitions and
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Guiding questions:
What language is appropriate
to use when sharing an
opinion?
Is all the supporting information
in the letter?
Does the evidence fit with
each point?
Is there enough variety of
evidence to support each
point?
LearnZillion
Draft body paragraphs for
argumentative writing
Writing Effective Conclusions
Resource
Conclusion Goals
Sentence stems:
This shows…
This made me realize…
This made me think… AND link
back to thesis statement
Mini-Lesson on Transitions
LearnZillion
Drafting a concluding
paragraph for an
argumentative essay
LearnZillion
Connect ideas in an essay
Standard/
Outcome
Editing &
Publishing
Teaching Points
(Lesson Objectives)
transitions to connect the
ideas. They do this by:
 Rereading the information
in the letter.
 Deciding what the
relationship is between the
information presented.
 Choosing an appropriate
transition and adding it to
the beginning of any new
information.
2.10 Writers polish their writing
for publishing by rereading their
revised drafts looking for
subject/verb agreement,
proper grammar, punctuation
and spelling
Assessment:
Checks for Understanding
revise.
Reflecting Questions:
Which pieces of information did I
use from my research?
Where did that information come
from? How did it influence my
thinking?
Did I use any direct quotes or
paraphrase what someone else
said about my topic? How did I
cite my sources for these?
Scaffolds & Supports
Instructional Resources & Tools
Mini Lesson using the Mentor
Texts
using example, addition, and
contrast transition words
Peer Review of Letters
Writing Transitions
Purdue OWL
Revise/Edit Checklist
Writers polish and recopy final
drafts
Use spell check and grammar
check on the computer,
monitoring changes carefully
Students administered Post Assessment and graded on the Rubric.
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Glencoe: Grammar and Writing
Workshop Transparencies