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Beginning to Write

Unit Plan

Beginning to Write

Objectives

In this unit, students will understand that they can use a variety of different types of writing to communicate with others. Students will:

  • experience writing as a form of communication.
  • practice writing to give someone information.
  • communicate with others through a letter.
  • arrange ideas into a sequence that communicates them best.
  • label the beginning, middle, and end of stories.

Essential Questions

How do grammar and the conventions of language influence spoken and written communication?
How do strategic readers create meaning from informational and literary text?
How does interaction with text provoke thinking and response?
What is the purpose?
What is this text really about?
What makes clear and effective writing?
Who is the audience?
Why do writers write?
  • Why do writers write? What is the purpose?
  • What makes clear and effective writing?
  • Who is the audience?
  • How do grammar and the conventions of language influence spoken and written communication?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

http://www.readingrockets.org/strategies/story_maps

http://www.cherylsigmon.com/handouts.asp

http://freeology.com/graphicorgs/

  • graphic organizers from TeAchnology: The Online Teacher Resource

http://www.teach-nology.com/worksheets/graphic/

 

Formative Assessment

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    Performance Assessment:

    For the unit assessment, evaluate each student’s formative assessments in his/her writing portfolio.

    Performance Assessment Scoring Rubric:

    Points

    Description

    3

    The student’s writing portfolio includes the formative assessments, and all three have satisfactory scores:

    • an ordered list of four things s/he does after arriving at school or to get ready to leave school.
    • a labeled list of the beginning, middle, and end of a story.
    • the greeting, body, and closing of a friendly letter identified.

    2

    The student’s writing portfolio includes the formative assessments, and two of the three have satisfactory scores:

    • an ordered list of four things s/he does after arriving at school or to get ready to leave school.
    • a labeled list of the beginning, middle, and end of a story.
    • the greeting, body, and closing of a friendly letter identified.

    1

    The student’s writing portfolio includes the formative assessments, and one of the three has a satisfactory score:

    • an ordered list of four things s/he does after arriving at school or to get ready to leave school.
    • a labeled list of the beginning, middle, and end of a story.
    • the greeting, body, and closing of a friendly letter identified.

    0

    The student’s writing portfolio includes none of the required assignments.

     

     

Final 3/28/14
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