ckla unit 6 “native americans” strand listening & learning ... · ckla unit 6 “native...

These writing tasks were developed by Adrienne Williams from Center City Charter Schools (Washington, DC)

Teacher-Created Activity

CKLA Unit 6 “Native Americans” Strand Listening & Learning Grade Kindergarten Activity Supplemental Writing Tasks

ACTIVITY DESCRIPTION

This activity was designed to be used in conjunction with Core Knowledge Language Arts (CKLA) kindergarten, unit 6. For more information about CKLA, click here.

It provides a baseline for narrative writing as well as enables students to apply their content knowledge in writing. Please note that for all writing tasks an adult may assist with sounding out or spelling words and/or transcribe the child’s words if desired. Dictation is permitted.

The first writing task is a prompt given at the beginning of domain 6, in which children write a narrative based on a given picture. The culminating task, given during the last week of the domain, asks children to write a narrative from the perspective of a member of the Lakota Sioux, Wampanoag, or Lenape tribe.

Both tasks are based on CCSS W.K.3. To score student work, it recommended teachers use a narrative writing rubric that aligns with their district's curriculum or CCSS W.K.3. The tasks include two templates for students to use in publishing (i.e., one with plain lines and one with handwriting lines for students who need additional support with letter and word formation). The culminating task includes a planning sheet.

https://www.coreknowledge.org/free-resource/ckla-domain-06-native-americans/

https://www.coreknowledge.org/curriculum/language-arts/

Domain 6: Native Americans Writing Unit Plan

Table of Contents

• On-demand task: Teacher planning copy, standards…………..……..……………………………………….….2

• On-demand task: Student directions, prompt, templates……………….…………..………………………….3-5

• Culminating task: Teacher planning copy, standards…………..…………………………………………………..6

• Culminating task: Student directions, prompt, templates……………….……………………..……………….7-10

Overview

This unit focuses on narrative writing. The optional on-demand task is meant to be given at the beginning of

the domain, within the first week of instruction. It will take one 20-30 minute block of time. If you decided

not to give the on-demand task, please take time to review previously written student narratives to get an

idea about where they are. The culminating task is meant to be given over the last week of the domain. Allow

students to use all their resources from the domain including any notes, charts, or text references. Students

should turn in their final piece at the end of the week. Below are the central ideas that are addressed in both

the reading and writing components of this domain:

Content central idea: There are many Native American tribes that each have their own way of eating, dressing, and living. Writing central idea: Narrative writing tells a story that describes what happens in one event or a few connected

events.

Reading central idea: Thinking about how ideas are connected helps me understand information in a text.

This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work.

2

On-Demand Task: Teacher Planning Copy Picture prompt: Target Standards:

Writing Language • W.K.3 Use a combination of

drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

• L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o L.K.1a Print many upper/lowercase letters o L.K.1b Use frequently occurring nouns and verbs.

• L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o L.K.2a Capitalize the first word in a sentence and the pronoun “I” o L.K.2b Recognize and name end punctuation o L.K.2d Spell simple words phonetically, drawing on knowledge of sound-

letter relationships

Directions: Day 1

• Show the picture. Ask the class what they see happening in the picture.

• Explain that each student is to write a story about what might be happening in this picture. When they have finished writing, they will add a picture of their own.

• Allow a few minutes for discussion with a partner. Give out lined or unlined paper. Then use your typical classroom writing process to support students in completing the writing prompt. The piece should represent first draft writing (done in a single setting).

• The response should include a picture and whatever sentences, words, or letters the child can add. An adult may assist with sounding out or spelling words and/or transcribe the child’s words if desired. Dictation is permitted.

• Please distinguish the child’s independent production from words or letters produced with adult help by underlining any part of the writing done with teacher support. The writing sample will be most helpful in looking at students’ skills if it is easy to tell where help was given.


3

Student Prompt & Directions

Write a story about this picture. Then add your own picture to tell more about what happened.


4

Name: Date:

Title: ________________________________________


5

Name: Date:

Title: ________________________________________


6

Culminating Task: Teacher Planning Copy Picture prompt:

Lakota Sioux Wampanoag Lenape

Target Standards:

Writing Language • W.K.3 Use a combination of

drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

• L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o L.K.1a Print many upper/lowercase letters o L.K.1b Use frequently occurring nouns and verbs.

• L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o L.K.2a Capitalize the first word in a sentence and the pronoun “I” o L.K.2b Recognize and name end punctuation o L.K.2d Spell simple words phonetically, drawing on knowledge of sound-

letter relationships

Directions: Day 1

• Pass out the prompt. Tell students they get to choose which tribe they will write a story about.

• Allow a few minutes for discussion with a partner. Give out lined or unlined paper. Then use your typical classroom writing process to support students in completing the writing prompt. The piece should represent first draft writing (done in a single setting).

• The response should include a picture and whatever sentences, words, or letters the child can add. An adult may assist with sounding out or spelling words and/or transcribe the child’s words if desired. Dictation is permitted.

• Please distinguish the child’s independent production from words or letters produced with adult help by underlining any part of the writing done with teacher support. The writing sample will be most helpful in looking at students’ skills if it is easy to tell where help was given.

• We understand that, especially in the fall, most Kindergartners have had limited experience with writing

Directions Day 2-end of the week:

• Return student work and materials. Students may be given access to a dictionary or word wall for vocabulary and spelling support.

• Conference with students and allow the remainder of the week to finish writing, proofread, and publish their writing.


Student Prompt & Directions Choose 1 tribe to write a story about. Circle it.

Write a story about what happens when you are in the tribe. Then add your own picture to tell more about what happened.



Name: Date:

Title: ________________________________________


9

Name: Date:

Title: ________________________________________


10

Writing Planning Sheet

TRIBE (circle one):


FOOD: CLOTHING:

SHELTER: ACTIVITIES:


ckla unit 6 “native americans” strand listening & learning ... · ckla unit 6 “native...

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