Activities

1. Reflect on a decision you recently made that turned out well in your writing journal.
   
   
2. Make a T-chart listing 4 or 5 things you are worried about on one side and what you might do to address the worry on the other side in your writing journal.

3. Write a letter to a teacher, parent or relative expressing gratitude for support or help given recently.
   
   
4. Research the town’s recycling program.  Create an informational and persuasive flyer for fellow students, explaining how the recycling program works and encouraging them to participate. 

5. Write a book review to be included on the library’s webpage.
   
   
6. Create an orientation booklet for incoming 6^th graders next year. 

Answer Key/Rubric

1. Student reflects, in a writing journal, on a recent decision that turned out well.  Student writes in a single sitting.  Student clearly identifies a decision made during the past week.  Student clearly explains the results or consequences of the decision.  Student explains why the decision was a good one.  Student uses an adequate number of sentences to fully develop his response.  Response makes sense.  Student reflects on entry when using the writing journal again.
   
   
2. Student makes a T-chart listing four or five situations or events that have annoyed or worried him/her on the left side of the T-chart in his writing journal.  Student lists on the right side of the T-chart, the action he/she may take to address the problem or worry.  Student correctly lists three or four annoyances or worries.  Student correctly lists ways he may address the situations on the other side of the T-Chart.  Student understands not all annoyances or worries have solutions within his/her control.  Student reflects on T-Chart when using the writing journal again.
   
   
3. Student writes a letter to a teacher, parent or relative expressing gratitude for support or help given recently.  Student selects a teacher, parent or relative to write a letter to.  Student knows the correct format of a friendly letter.  Student uses the friendly letter format.  Student includes the date, greeting, body of letter, salutation and signature.  Student explains why he/she is writing the letter.  Student states specifically what the receiver did to help in the past.  Student expresses gratitude.  Letter contains an adequate number of sentences to fully develop his/her ideas and the letter.  Letter makes sense.  Student understands if he/she puts letter aside for a few days and returns to read it again, it is easier to reflect on the contents and consider changes or revisions that will improve the letter.
   
   
4. Student researches the town’s recycling program.  Student creates an informational and persuasive flyer for students, explaining how the recycling program works and encouraging them to participate.  Student begins researching the town’s recycling program by going online to the town’s website.  Student looks for information on the town’s website.  If student cannot find answers online, student calls the town to inquire where he/she can learn more about the recycling program.  Student inquires if a flyer has been produced for town residents.  If so, student procures a copy.  If not, student makes a list of questions and asks to interview the town official who can answer recycling questions.  Student is professional when conducting the interview and correctly records answers to questions.  Student takes information learned and decides how to translate the information to encourage students to recycle at home.  Student creates a flyer that is informational.  Information is accurate.  Student creates a flyer that persuades students to recycle at home.  Student understands the audience, students, which he/she writes for and tailors the message for students.   Student understands if he/she puts the flyer aside for a few days and returns to read it again, it is easier to reflect on the contents and consider changes or revisions that will improve the flyer.
   
   
5. Student writes a book review to be included on the library’s webpage.  After reading a book, student writes a book review.  Student understands a book review tells a little about the book, and gives the reviewer’s opinion of the book.  Reviewer will comment on things such as the author’s craft, the readability of the book, the plot and so forth.  Student understands they do not retell the story read in the book or give away too much of the plot in the review.  Student includes the title and author of the book.  Student includes a recommendation to readers about reading the book.  Student backs recommendation up with evidence.  Student may comment on various elements within the book from the topic, to the plot, to the writing style.  Book review makes sense.  Student’s evaluation of the book is clear.  Student uses a formal style.  Student writes review in one or two sittings.  Student reviews what was written at a later time to assess his writing, reflect and make revisions.

6. Student creates an orientation booklet for incoming 6^th graders next year.  Student writes over an extended period of time.  Student understands his/her audience is 5^th grade students who will soon be attending middle school as 6^th graders.  Student uses his/her past experience as a 5^th grader to write about information that may be unclear to the new student.  Student uses the school website or information from various teachers or administrators to find accurate information.  Booklet is complete, accurate and professional.  Booklet contains a page or multiple pages for the following or similar topics:

• school rules
• dress code
• academic success advice
• clubs, sports and activities available in middle school
• similarities and differences between elementary school and middle school
• frequently asked questions page

     Student understands as he/she completes sections of the booklet, that if he/she puts a section aside for a few
     days and returns to read it again, it is easier to reflect on the contents and consider changes or revisions that
     will improve that section of the booklet.