Grade Level & Subject: Grade 5 Writing		Curriculum Map	Year 2003-2004
Calendar	November	December	January
	Second Nine Weeks – November - January
Possible Resources	Collections Grade 5 Harcourt (Anchor Text)
Nine Weeks Focus
	NOTE: I, R, M, letters below indicate if the skill is labeled “introduced,” “reinforced,” or “mastered” according to the scope and sequence guide of the anchor text.
Skills/Standards (To learn and measure)	Writing Process 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Conduct background reading, interviews, or surveys when appropriate. 3. State and develop a clear main idea for writing. 4. Determine a purpose and audience. 5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs, and Venn diagrams) to plan writing. 6. Organize writing, beginning with an introduction, body, and a resolution of plot, followed by a closing statement or a summary of important ideas and details. 7. Vary simple, compound and complex sentence structures. 9. Vary language and style as appropriate to audience and purpose. 10. Use available technology to compose text. 11. Reread and assess writing for clarity, using a variety of methods (e.g., writer's circle or author's chair). 12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. 13. Rearrange words, sentences, and paragraphs, and add transitional words and phrases to clarify meaning. 14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation, and capitalization), and identify and correct fragments and run-ons. 16. Apply tools (e.g., rubric, checklist, and feedback) to judge the quality of writing. 17. Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphic to enhance the final project. Writing Processes 1. Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting. 2. Write responses to novels, stories, and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence. 3. Write letters that state the purpose, make requests, or give compliments and use business letter format. 5. Produce informal writings (e.g., journals, notes, and poems) for various purposes. Writing Conventions 1. Spell high frequency words correctly. 4. Use commas, end marks, apostrophes, and quotation marks correctly. 5. Use correct capitalization. 11. Use conjunctions and interjections. Research 1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information 2. Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources, and Internet-based resources 3. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables, or graphic organizers). 4. Compare and contrast important findings and select sources to support central ideas, concepts, and themes. 5. Define plagiarism and acknowledge sources of information. 6. Use a variety of communication techniques, including oral, visual, written, or multimedia reports, to present information gathered. Communication: Oral and Visual 1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). 2. Interpret the main idea and draw conclusions from oral presentations and visual media. 3. Identify the speaker's purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). 4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Use clear diction, pitch, tempo, and tone, and adjust volume and tempo to stress important ideas. 7. Adjust speaking content according to the needs of the situation, setting, and audience. 8. Deliver informational presentations (e.g., expository research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence b. support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes c. organize information including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast) d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology e. draw from several sources and identify sources used 9. Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. 10. Deliver persuasive presentations that: a. establish a clear position b. include relevant evidence to support a position and to address potential concerns of listeners. c. follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution)
Assessment Choices